CA Skills 11

School of
Creative Arts
STUDY Skills
HANDBOOK
2011/2012
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 What is the Skills Guide for?
Section 1: Skills 3 Section 4: Presentation & Communication 86 This guide is designed to be a reference source for you to use, both on your own, and with your
Skills: An Introduction 4 Getting it right: Correct presentation 87 tutors. In essence its purpose is to help you to understand the learning process you have embarked
Why emphasise Skills 5 Communicating with the reader 88 upon during your studies in the School of Creative Arts.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Section 1 offers an introduction to skills and how they relate to the learning process on your
programme and provide a pathway to employment. The section introduces an approach to learning
MAPS: My Active Planning System 10 Referencing92
to learn and suggests some practical ways in which you can help yourself to develop the necessary
Studyload11 Books94
skills you will need to benefit from learning and teaching experiences.
Where to go for help 17 Journal articles 95
Moving image 96 On first encounter, the language used to describe teaching and learning can be quite baffling so
Electronic information 97 here key terms and ideas are explained, advice is given on how to manage your studies as well as
Section 2: Teaching & Learning Contexts 20 The Internet 98 sources of further support within the School.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99
Studio practice 27 Illustrations100 Section 2 maps the different kinds of teaching and learning situations you will encounter during
Studio crits 28 Academic conduct 102 your studies from the basic lecture and tutorial to the Universitys managed learning environment,
What is a workshop? 30 The assessment form 106 Studynet, and provide links to sources of further information.
Creative Arts off campus 31 What to do if you fail 108
What are you looking at? 33 Section 3 focuses on assessment. Advice is given on how to undertake the process of enquiry and
research as well as the different forms assessments take within the School, including essays and
Work experience & placements 35
reports but also spoken presentations and academic blogs.
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109
StudyNet38 Further reading 110
Section 4 offers guidelines on assignment presentation including how to do references; a step-
Plagiarism & collusion quiz 111 by-step guide to filling in assessment forms and what to do if you fail. There is also a section on
Plagiarism & collusion quiz: Answers 113 academic conduct which clearly explains the Universitys policy on plagiarism, collusion and how to
Section 3: Modes of Assessment 39 avoid such perils.
Research: Getting started 40
iMaps: the research process 45 Section 5 provides further sources of help and advice and some active learning strategies in the
Doing a literature review 54 shape of quizzes and questionnaires to help you get to grips with your studies.
The academic blog 58
Coming up with questions & titles 61 An electronic version of this Skills guide can also be found on Studynet at
Making notes 64 http://www.studynet1.herts.ac.uk/ptl/common/LIS.nsf/lis/ArtandDesignSkillsMaterial
Writing an essay 65
Planning the essay 69
Writing the essay 70
Writing a report 73
Spoken presentations 76
The visual essay 79
The video essay 82
2
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Section 1:
Skills
Section 1: Skills 3 Section 4: Presentation & Communication 86
Skills: An Introduction 4 Getting it right: Correct presentation 87
Why emphasise Skills 5 Communicating with the reader 88
The importance of reflection 9 Presentation for handing in: Level 6 essays 91
Studyload11 Books94
Moving image 96
Electronic information 97
Section 2: Teaching & Learning Contexts 20 The Internet 98
Studio practice 27 Illustrations100
Studio crits 28 Academic conduct 102
What is a workshop? 30 The assessment form 106
What are you looking at? 33
Plagiarism & collusion quiz 111
Plagiarism & collusion quiz: Answers 113
Section 3: Modes of Assessment 39
iMaps: the research process 45
Doing a literature review 54
Coming up with questions & titles 61
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
3
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Skills: An Introduction
Section 1: Skills 3 Section 4: Presentation & Communication 86 Skills is a word that you will meet a lot in descriptions and definitions of your studies. The emphasis
Skills: An Introduction 4 Getting it right: Correct presentation 87 on skills, as well as knowledge and understanding, reflects the Universitys engagement with current
Why emphasise Skills 5 Communicating with the reader 88 views on higher education as a pathway to employment. The purpose of emphasising skills is not just
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 to enable you to fulfill your programme of study, but also to help you to approach your future career
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 with confidence and flexibility.
Studyload11 Books94
Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Why emphasise skills?
Section 1: Skills 3 Section 4: Presentation & Communication 86 Key skills that employers look for in university graduates are:
Skills: An Introduction 4 Getting it right: Correct presentation 87 The ability to identify, analyse and solve problems, to work with diverse sorts of information,
Why emphasise Skills 5 Communicating with the reader 88 to assess risk and draw considered conclusions
The ability to work independently, to use initiative, to pay attention to detail, to manage workloads
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 and meet deadlines
Studyload11 Books94 The ability to work with others in a team, to communicate, negotiate, persuade and have
Journal articles 95 interpersonal sensitivity
Where to go for help 17
Moving image 96 The ability to critically evaluate the outcomes of professional practice, to reflect on and review
Electronic information 97 own practice, to participate in and review quality control and risk management processes
Section 2: Teaching & Learning Contexts 20 The Internet 98 Appreciation of how businesses operate, through work experience; appreciation of organizations
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 cultures, policies and processes
Technical competences with materials, processes and equipment, and the ability to use and
exploit information technology
Creative Arts off campus 31 What to do if you fail 108 The ability and desire to learn for oneself and improve ones self-awareness and performance, as
What are you looking at? 33 a lifelong learning philosophy
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 These are the sorts of general skills that are focal to the expected Learning Outcomes and
StudyNet38 Further reading 110 Assessment Criteria for all degree programmes in the School of Creative Arts, under the headings
Plagiarism & collusion quiz 111 conceptual, practical and transferable skills. The basic meanings of these terms are set out over the
Plagiarism & collusion quiz: Answers 113 page:
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12
Conceptual skills
Ability to:
make critical evaluations of your own, and other peoples work
to follow a personal direction whether working independently or collaboratively
Skills: An Introduction 4 Getting it right: Correct presentation 87 respond accurately to a set brief
Why emphasise Skills 5 Communicating with the reader 88 think logically and also to make informed, imaginative leaps in thought
Practical skills
MAPS: My Active Planning System 10 Referencing92 Ability to:
Studyload11 Books94
choose and use a range of appropriate processes while maintaining good working practices
Moving image 96
Transferable skills
Ability to:
Newspaper or magazine articles 99 study independently, manage your workload and meet deadlines
When is a lecture not a lecture? 21
Studio practice 27 Illustrations100 review, analyse and evaluate information, taking account of contexts
Studio crits 28 Academic conduct 102 choose and use communications and information technology
Creative Arts off campus 31 What to do if you fail 108 interact effectively with other people
What are you looking at? 33 speak, write and communicate visually using appropriate academic conventions
Work experience & placements 35 make independent, reasoned arguments and judgements
StudyNet38 Further reading 110 present work to audiences in a variety of situations
Plagiarism & collusion quiz 111 identify personal strengths and needs
Section 3: Modes of Assessment 39 Identifying personal strengths and needs is an important part of the process of skills development.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Learning to learn: Getting started
Section 1: Skills 3 Section 4: Presentation & Communication 86 Learning to learn is about taking ownership of your own learning processes. This means becoming
Skills: An Introduction 4 Getting it right: Correct presentation 87 more aware of your abilities and needs. It also means managing your time and actions in ways that
Why emphasise Skills 5 Communicating with the reader 88 will enable you to extend your abilities and fulfil your needs. A useful way to start learning to learn is
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 to approach each task you have to do as a cycle of activities.
Studyload11 Books94
exp
an
Moving image 96
lor
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the
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Creative Arts off campus
What are you looking at?
31
33
What to do if you fail 108
learning
cycle
el c t
Further reading 110
d
StudyNet38 o
ref
Coming up with questions & titles 61 Fig. 1.1: The Learning Cycle
Making notes 64
The task might be something set by your tutor, such as an essay, a design brief or preparation for
Writing an essay 65
a studio crit, or it might be something you set yourself, such as the production of a piece of studio
work. By working consciously on the task using the four headings of the learning cycle plan,
Writing the essay 70 explore, do, reflect you will be using and developing skills to help you with your studies and
Writing a report 73 enhance your prospects for employment.
The visual essay 79
The video essay 82
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Plan
work out what the task is
work out what you need to do
Section 1: Skills 3 Section 4: Presentation & Communication 86 work out how long it might take
work out what materials and resources you will need, where to obtain them
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 work out what sort of help you may need and where to obtain it
MAPS: My Active Planning System 10 Referencing92 Explore
Studyload11 Books94 do visual and/or library research and make notes
experiment, try out techniques, ideas and strategies
Moving image 96
Electronic information 97 talk to other students and tutors, debate, discuss, brainstorm
Section 2: Teaching & Learning Contexts 20 The Internet 98 decide on possible strategies, produce drafts, sketches, models
seek help or advice
Do
Complete the task to the best of your ability in a way that fulfils the requirement either that
you have been set or that you have set for yourself.
Work experience & placements 35 Reflect
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Once you have received feedback from your coursework, analyse and evaluate your actions and
StudyNet38 Further reading 110 decisions in order to improve your performance.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 The importance of reflection
Section 1: Skills 3 Section 4: Presentation & Communication 86 Learning effectively is above all an attitude of mind which blends passion, openness, enquiry and
Skills: An Introduction 4 Getting it right: Correct presentation 87 reflection. Reflection is a very important part of learning to learn. To reflect is to take time out to think
Why emphasise Skills 5 Communicating with the reader 88 about what you have learned or done and whether you could do it differently or better. It is a process
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 of conscious self-evaluation in which you can analyse your feelings and working processes, taking
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 account of feedback from your peers and tutors, in order to decide on possible strategies to improve
your performance.
Studyload11 Books94
Within the structure of each module you take, there are opportunities for reflection. Tutorials and
crits, filling in the self-evaluation section on the form handed in with assessed work, and tutors
Moving image 96 feedback will provide you with an opportunity to evaluate and improve your performance.
Electronic information 97 Reflection can, however, be done at any time and it is useful to make it a natural part of your process
Section 2: Teaching & Learning Contexts 20 The Internet 98 of working. Remember that reflection should be positive. Consider your strengths as well as your
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 weaknesses and use your identification of problems or weaknesses as a starting point for deciding
Studio practice 27 Illustrations100 how you might remedy them.
What is a workshop? 30 The assessment form 106 One useful way to reflect on your skills, needs and achievements throughout your studies is provided
Creative Arts off campus 31 What to do if you fail 108 by the MAPS section of your personal portal on StudyNet (see also your Student Handbook section
What are you looking at? 33 on Curriculum Personal Development Planning).
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 MAPS: My Active Planning System
for personal development
Why emphasise Skills 5 Communicating with the reader 88 All universities in the UK now have to have a student Personal Development Planning System. At the
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 University of Hertfordshire, this system is called MAPS. If you click on the MAPS button on the left-
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 hand side of your StudyNet homepage you will find seven links that will take you to different parts of
MAPS: My Active Planning System 10 Referencing92 MAPS:
Studyload11 Books94 About MAPS gives background information and a simple diagram of the system
Where to go for help 17 Journal articles 95 Charting Your Progress contains questions-prompts which will help you to review your progress
Moving image 96 so far and plan for improvements
Skills Support takes you to a wide range of general skills support materials, but remember that
more specific guidance is available in the online version of this guide, which can be accessed
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 directly from the Information Hertfordshire Creative Arts Toolkit
Studio crits 28 Academic conduct 102 MAPS Reflective Blog is a space for you to use as a diary to record your thoughts
The assessment form 106 and experiences
What is a workshop? 30
Creative Arts off campus 31 What to do if you fail 108 Staff & Student Support will explain where you will get people support
What are you looking at? 33 Jobs and Careers is designed to help you to develop and manage your career
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Your MAPS Record is where you can save, print or send the question-prompts and produce and
Further reading 110 update your CV (Curriculum Vitae)
StudyNet38
Plagiarism & collusion quiz: Answers 113 Using MAPS is a means for you to become more aware and articulate about your skills development,
so that you will be able to describe your abilities clearly to potential employers in the future.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Studyload:
understanding and managing your studies
Why emphasise Skills 5 Communicating with the reader 88 Managing your study time at university is one of the biggest and most important challenges you will
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 face. Knowing what is expected of you and what will get you the best results is often difficult,
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 since only a certain amount of your study will be scheduled as taught sessions at particular times in
MAPS: My Active Planning System 10 Referencing92 particular places.
Studyload11 Books94 What are you supposed to be doing outside lectures, seminars, tutorials?
Where to go for help 17 Journal articles 95 How much extra time should you be spending in the workshop or studio or LRC (Learning
Moving image 96 Resources Centre)?
How many hours of study should you be doing each week?
How it all fits together: programmes, levels, modules and credits
In order to understand the structure of your studies at university you need to know certain key terms
and ideas. Even your tutors sometimes have problems grasping all this, but its worth the effort:
What is your programme? This is the particular course of study that you belong to, e.g.
Digital Animation
Work experience & placements 35 What is your pathway? This is the specialist route that you are taking through your programme
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 and that will provide the ultimate name of your degree award, e.g. 2D Animation
StudyNet38 Further reading 110 What is your level? This is the year of study that you are on, i.e. in your first year you are at Level
Plagiarism & collusion quiz 111 4, in your second year you are at Level 5, in your final year you are Level 6
What is a module? A module is a self-contained unit of study within your programme. You will
Section 3: Modes of Assessment 39 usually study 4 modules in each semester
iMaps: the research process 45 What is a semester? A semester is a period of study time, usually 15 weeks long.
At undergraduate level there are 2 semesters in each academic year, Semester A (September
February) and Semester B (February-June)
Coming up with questions & titles 61 What is a term? A term is the period of time between vacations (holidays). There are 3 terms in
Making notes 64 each academic year (Winter term, Spring term, Summer term). Dont confuse terms with
Writing an essay 65 semesters!
Planning the essay 69 What are credits? Credits are numbers which determine (a) how much a particular module is
Writing the essay 70 worth to you within your degree and (b) how much time you should spend studying for it
Writing a report 73
The visual essay 79
The video essay 82
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Getting credit: how much time should you spend studying?
Each module that you study during your time at university has a certain number of credit points
attached to it, either 15, 30, 45 or 60. These are not just random numbers. They have a specific
meaning in terms of how much time you should spend working on the module:
Skills: An Introduction 4 Getting it right: Correct presentation 87 1 credit = 10 hours of study
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 So, a 15 credit module is expected to involve 150 hours of study, a 30 credit module is 300 hours,
a 45 credit module is 450 hours, a 60 credit module is 600 hours. Most undergraduate modules
are either 15 or 30 credits. A 15 credit module takes place in a single semester; a 30 credit module
will either be spread across two semesters, or it will occupy the space of two 15 credit modules in a
Studyload11 Books94 single semester.
Moving image 96 As an undergraduate student you will find that each semester your credit points add up to a total of
Electronic information 97 60: in other words, 600 hours of study. This is the equivalent of 4 x 15 credit modules of study at any
Section 2: Teaching & Learning Contexts 20 The Internet 98 one time. Across the two semesters of the academic year, then, you are expected to undertake 120
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 credits: that is, 1200 hours of study.
Studio crits 28 Academic conduct 102 Modules happen in semesters. A semester is usually 15 weeks long and it includes teaching
What is a workshop? 30 The assessment form 106 and assessment, induction and an exam period. From here, the calculation of study time is
Creative Arts off campus 31 What to do if you fail 108 straightforward:
2 x 15 week semesters = 30 weeks;
1200 study hours over 30 weeks = 1200/30 = 40 hours a week.
StudyNet38 Further reading 110 This means that you have around 10 hours a week of study time for each 15 credit module in each
Plagiarism & collusion quiz 111 semester. For a 30 credit module that runs in a single semester it follows that you have 20 study
Plagiarism & collusion quiz: Answers 113 hours a week.
Research: Getting started 40 At 40 hours of study time a week this means that your full-time undergraduate study is equivalent
iMaps: the research process 45 to a full-time 9-to-5 job as it should be to be a full-time student. And when you are juggling study,
Doing a literature review 54 part-time work, travel to and from the University, family life, social life, hobbies, sports, and other
The academic blog 58 things bear this in mind. Study time is your commitment to your degree. If you take an afternoon
Coming up with questions & titles 61 out, you owe yourself that time back. If you have a part-time job on Thursday morning, you need to
find that time at some other point.
Making notes 64
Writing an essay 65
In the School of Creative Arts, your scheduled timetable will rarely require you to attend taught
Planning the essay 69 sessions Monday to Friday, 9-to-5. It is also extremely unlikely that there will be somebody teaching
Writing the essay 70 you, or with you, telling you what to do, for all of those 40 hours. This is the same for all degree
Writing a report 73 courses.
The visual essay 79 Usually you will be timetabled with lectures, workshops, seminars, and tutorials of one kind or
The video essay 82 another for around 12-16 hours a week in the first year of study. In the second and third year, as the
nature of your learning changes, this will change as you take more responsibility for your own study.
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So, if on a typical programme of study you are required to attend taught sessions for around
1216 hours each week, where do the other 2438 hours come from?
A balancing act: the different kinds of study

Section 1: Skills 3 Section 4: Presentation & Communication 86 There are 3 types of study activity which, taken together, add up to the study time expected of you in
Skills: An Introduction 4 Getting it right: Correct presentation 87 a module:
Why emphasise Skills 5 Communicating with the reader 88 1. Taught study
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Scheduled lectures, seminars, tutorials, etc., these activities are organised and led by a tutor
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 and published to you in programme and module timetables and you are expected to attend
MAPS: My Active Planning System 10 Referencing92 these sessions 100% absence means missing the teaching and briefing sessions
Studyload11 Books94 2. Self-managed directed study
Where to go for help 17 Journal articles 95 Activities completed outside class, defined by tutors, and intended as either follow up or
Moving image 96 preparatory learning. These lead to the completion of assignments for assessment, for some
Electronic information 97 students this is expected to take place in a studio environment and you are expected to be
Section 2: Teaching & Learning Contexts 20 The Internet 98 present and working constructively in the studio if your programme works in that way, for other
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 students it may take place in the LRC or other spaces
Studio practice 27 Illustrations100 3. Self-managed independent study
Studio crits 28 Academic conduct 102 Activities to support learning, defined by the student without guidance or direction from tutors.
What is a workshop? 30 The assessment form 106 Think of this as reading around the subject, developing your personal knowledge of and
Creative Arts off campus 31 What to do if you fail 108 enthusiasm for the subject you have chosen to study.
Work experience & placements 35 At Level 4, a typical pattern of study on a single semester module (15 credits) might look like this:
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 taught study: 30 hours (roughly 23 hours a week)
self-managed directed study: 70 hours, including around 40 hours working on assessment tasks
Plagiarism & collusion quiz 111 (roughly 45 hours a week)
Section 3: Modes of Assessment 39 self-managed independent study: 50 hours (roughly 34 hours a week)
iMaps: the research process 45 This means, of course, that the bulk of your learning experience on this module (120 out of 150
Doing a literature review 54 hours) is self-managed. Although 70 hours is concerned with completing tasks set by tutors, it will
be your responsibility to manage and complete these. An even greater challenge, of course, is the 50
hours which are designated as self-managed independent study.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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From start to finish: changing patterns of study
As an undergraduate student you should notice a distinct shift in the pattern of learning across the
three years of your study. Specifically, the expectation of growing independence means that the
balance between taught study and self-managed study will change.
MAPS: My Active Planning System
Studyload11
10 Referencing92
Books94 level 4: level 5: level 6:
Where to go for help 17 Journal articles
Moving image
95
96
1 st year 2 nd year 3 rd year
Proportion and nature of taught study time gradually diminishes
Proportion and nature of self-managed independent study time increases
Creative Arts off campus 31 What to do if you fail 108 Figure 1.2: the changing pattern of study
In fact, your tutors are around nearly as much as before, but the way you are working with them,
and they with you, has changed. Now they tend see you in small groups and individually instead of
in large groups, and they will generally see you for shorter periods of time. The important thing is to
StudyNet38 Further reading 110 always remember that your tutors are there for when (if, of course!) things start to go wrong. Part
Plagiarism & collusion quiz 111 of independence is being able to ask for help when it is needed And remember, one of the key
Plagiarism & collusion quiz: Answers 113 transferable skills of someone with a degree is that idea of independence being able to work
Section 3: Modes of Assessment 39 reliably and effectively, trusted to complete tasks and to deliver the outcomes as required.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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Going SMISsing: what is self-managed independent study?
Self-managed independent study (sometimes known as SMIS) is the time you spend reading around
a subject, gaining general or specialist knowledge relevant to your work, or developing practical skills
outside of scheduled studio, workshop or lab time.
Skills: An Introduction 4 Getting it right: Correct presentation 87 At university level, there is no specific academic monitoring of self-managed independent study, but
Why emphasise Skills 5 Communicating with the reader 88 tutors might ask you about it from time to time and you should be aware of the strong link between
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 its effective use and the quality of assessment outcomes (and therefore of grades). Self-managed
independent study might include (but is certainly not restricted to):
MAPS: My Active Planning System 10 Referencing92 visiting art galleries, museums, exhibitions, cinema, theatre, etc.
Studyload11 Books94 reading newspapers, magazines, specialist journals, etc.
developing new technical and/or practical skills (software, workshop machinery, etc.)
Moving image 96
Electronic information 97 watching relevant television programmes
Section 2: Teaching & Learning Contexts 20 The Internet 98 analytical and creative sketching, writing, and model making that develops critical and reflective
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 thinking
engaging in reflective discussion (real world or online) about the contemporary world in general
or your subject area in particular
The kinds of SMIS activity will vary, of course, depending on the nature of your programme of study,
What are you looking at? 33 but the more varied your activities are, the more effective your learning is likely to be. It is strongly
Work experience & placements 35 recommended, too, that you make a conscious effort to step outside your comfort zone as part
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 of self-managed independent study: do things you wouldnt normally do, visit places you wouldnt
StudyNet38 Further reading 110 normally visit, read things you wouldnt normally read, and so on. Make notes and use sketchbook,
Plagiarism & collusion quiz 111 take photographs, speak into your smartphone and other strategies to collect, evaluate and reflect on
Plagiarism & collusion quiz: Answers 113 the experience - be a sponge! Soak up knowledge, ideas, opinions, debates.
Research: Getting started 40 Credits and progression: why is it important to know all of this?
iMaps: the research process 45 Whenever you pass a module you add its credit points to your running total. At the end of the first two
Doing a literature review 54 academic years, this total will determine whether or not you are able to progress to the next level of
study (e.g. from Level 4 to Level 5).
To progress you need to have passed at least 90 credits for the year. You are able to carry up to
Making notes 64 30 credits into the next level of study, but these will need to be recovered by retaking the failed
Writing an essay 65 modules alongside your new modules. Clearly, this is far from ideal and can lead to a very congested
Planning the essay 69 timetable, so it is much better to complete the 120 credits successfully within the year.
Writing a report 73 If you fail more than 30 credits in a year, you will not be able to progress: the failed year will need
Spoken presentations 76 to be repeated. This is because, by law, you are not allowed to study for more than 150 hours a
The visual essay 79 semester.
The video essay 82
Gaps which remain in your credits at the end of your studies will mean that you are unable to
graduate with an honours degree.
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Some guides to effective study
Burns,T & Sinfield, S. (2008) Essential Study Skills: The Complete Guide to Success at
University, London: Sage.
Cottrell, S. (2008) The Study Skills Handbook, Basingstoke: Palgrave Macmillan.
Skills: An Introduction 4 Getting it right: Correct presentation 87 Doreen du Boulay, D. (2009) Study Skills for Dummies, London: John Wiley & Sons.
Why emphasise Skills 5 Communicating with the reader 88 Mann, S. (2011) Study Skills for Art, Design and Media Students, Harlow: Longman.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Northedge, A. (2005) The Good Study Guide, Milton Keynes: The Open University.
i-Spy bite-size tutorials on research and planning skills, in Learning Resources on the top left-hand
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of the tool-bar on your StudyNet portal, or follow this link (you will need to log in):
http://www.studynet1.herts.ac.uk/ptl/common/LIS.nsf/lis/ispy
Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Where to go for help
Section 1: Skills 3 Section 4: Presentation & Communication 86 There are a large number of support systems in the University which you can turn to for help. This
Skills: An Introduction 4 Getting it right: Correct presentation 87 section lists a number of them.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 If you are contacting someone, either by phone or email, please give a clear picture of:
MAPS: My Active Planning System 10 Referencing92 What your query or problem is
Studyload11 Books94 Who you are full name!
What programme youre on and what year youre in etc. Also what module you are on if its not
Moving image 96
part of your usual programme, e.g an elective
Section 2: Teaching & Learning Contexts 20 The Internet 98 And some way of getting back to you.
Studio practice 27 Illustrations100 Youd be surprised by the number of emails we get which go along the lines of this example:
What is a workshop? 30 The assessment form 106 sexything388@hotmail.com
Creative Arts off campus 31 What to do if you fail 108 (No title)
Hi I cant find the assessment, can u help.
And phone messages that go: Hi its Gemma, can you ring me back?
StudyNet38 Further reading 110 English Language Support for International Students
Plagiarism & collusion quiz 111 For international students who think that their English may benefit from improvement, there
Plagiarism & collusion quiz: Answers 113 are formal English language courses offered by the University which run throughout the year.
Section 3: Modes of Assessment 39 International Students can access support from:
Research: Getting started 40 The UH International Team,
iMaps: the research process 45 Telephone: (01707) 284777/8
Doing a literature review 54 Email: international@herts.ac.uk
Coming up with questions & titles 61 Additionally the School has a dedicated International Tutor, Lindsay Bloxam. The international student
tutor provides support and advice to all international students throughout their time at the University.
Making notes 64
Students are encouraged to book times with the international tutor to discuss any issues which may
Writing an essay 65
be affecting them, both of an academic and personal nature.
Writing the essay 70 In-sessional English language support is designed to support BA and postgraduate level students
Writing a report 73 needs. For example, English tutors provide study skills information on essay and report writing,
Spoken presentations 76 vocabulary, spelling, comprehension, reading and help with spoken English too.
The visual essay 79
The video essay 82
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For further information please contact:
Lindsay Bloxam, International Student Tutor
Telephone: (01707) 285351
Email: l.bloxam@herts.ac.uk
Skills: An Introduction 4 Getting it right: Correct presentation 87 Students with Disabilities
Why emphasise Skills 5 Communicating with the reader 88 The University has a team of Disability Advisers who will be your main contact for agreeing support
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 and adjustments for your studies.
These Advisors work with students with a wide range of disabilities including, for example, specific
learning disabilities (eg. dyslexia and dyspraxia), sensory and/or physical impairments, mental health
Studyload11 Books94 difficulties, Aspergers Syndrome and long-term medical conditions (eg. epilepsy and diabetes). If
Where to go for help 17 Journal articles 95 you have a disability and would like to discuss the support or adjustments you might be entitled to
Moving image 96 we encourage you to contact Disability Services so a meeting can be arranged with an Advisor.
Section 2: Teaching & Learning Contexts 20 The Internet 98 To arrange an appointment please email DisabilityServices@herts.ac.uk, call 01707 281338 or drop
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 in to room C204 (main building, college lane campus).
Studio crits 28 Academic conduct 102 For further details please see the Disability Services pages on StudyNet in the Student Support /
What is a workshop? 30 The assessment form 106 Personal Life section.
Dyslexia
Dyslexia is a relatively common issue with creative arts students, but it is no barrier to the highest
levels of achievement. Within the School, there are weekly drop-in sessions to help dyslexic students
see notices in the School and on StudyNet.
Plagiarism & collusion quiz 111 If you suspect you have learning difficulties, the University can arrange diagnostic testing. In the
Plagiarism & collusion quiz: Answers 113 event of a problem being identified and certification granted, students funding authorities (typically
Section 3: Modes of Assessment 39 Student Finance England, through the Disabled Students Allowance) may be able to pay for
Research: Getting started 40 resources to support them in their studies such as voice recognition software.
Doing a literature review 54 Dyslexic students may also request one-to-one study skills support, paid for by the Disabled Students
The academic blog 58 Allowance which may be provided by the University or by tutors from outside the University.
For further information please contact: DisabilityServices@herts.ac.uk, call 01707 281338 or drop in
Making notes 64
to room C204 (Main Building, College Lane campus).
Writing an essay 65
Planning the essay 69 For further details please see the Disability Services pages on StudyNet in the Student Support >
Writing the essay 70 Personal Life section.
Writing a report 73
Spoken presentations 76 Short-Term Extensions
The visual essay 79 Students with disabilities may be entitled to an extension. A short-term extension may be granted by
The video essay 82 your tutor who may permit a maximum of 5 working days, provided that appropriate evidence has
been seen (or a relevant Study Needs Agreement is already in place for those students declaring a
disability).
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Students may download a copy of the Short-Term Extension Request Form from the following link:
http://www.studynet2.herts.ac.uk/dep/co/CTA.nsf/Homepage. If you feel that due to your disability a
longer period of extension is required (ie. greater than 5 working days), you may make this request to
one of the UH Disability Advisers who will be required to also sign the Short-Term Extension Request
Section 1: Skills 3 Section 4: Presentation & Communication 86 Form.
Why emphasise Skills 5 Communicating with the reader 88 Student Experience
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 The University has a positive policy of inviting student feedback and comment. This is wrapped up in
the title Student Experience. Each school has a student experience champion. In Creative Arts its
Linda Shortt.
Studyload11 Books94 As Associate Head of School for Student Experience, Linda works with student representatives
Where to go for help 17 Journal articles 95 and the Student Representative Officer ensuring the satisfaction and wellbeing of students within
Moving image 96 the School. Dont hesitate to contact Linda or your student reps if you have ideas to improve your
Electronic information 97 experience on your course or at the University of Hertfordshire.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 To find out more contact:
Studio practice 27 Illustrations100 Linda Shortt
Studio crits 28 Academic conduct 102 Email: l.shortt@herts.ac.uk
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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teaching &
learning
Studyload11 Books94
Moving image 96
contexts
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
20
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 When is a Lecture not a Lecture?
Understanding Teaching and Learning Contexts
Why emphasise Skills 5 Communicating with the reader 88 As part of your university studies, you will experience a wide range of teaching and learning contexts.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Core among these are:
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 lectures
MAPS: My Active Planning System 10 Referencing92 seminars
Studyload11 Books94
Where to go for help 17 Journal articles 95 symposia
Moving image 96 tutorials
Section 2: Teaching & Learning Contexts 20 The Internet 98 These are general formats which all students will encounter at various times. There are also, of
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 course, more specialist situations which are determined by your particular programme of study and
Studio practice 27 Illustrations100 which take place in workshops, studios and/or computer suites.
What is a workshop? 30 The assessment form 106 What is a lecture?
Creative Arts off campus 31 What to do if you fail 108 A lecture is a method of teaching in which a lecturer delivers information on a particular topic to a
What are you looking at? 33 large group of students (rarely fewer than 20, potentially hundreds). The topic of a lecture will almost
always have been communicated to the student group beforehand and is usually part of an essential
sequence within a particular module. Lectures sometimes take place in specially designed lecture
theatres, where seating is banked to enable all students to see both the lecturer and any visual
material which is used. Lectures typically last about an hour, but can be longer (45-90 minutes is the
Plagiarism & collusion quiz 111 usual range).
Section 3: Modes of Assessment 39 The traditional model of a lecture is that the lecturer talks and the students make notes. The
Research: Getting started 40 bigger the audience for a lecture, the more likely it is that it will take on this pattern (or a version
iMaps: the research process 45 of it), especially if the lecturer is reading from notes or slides. Most tutors, however, even in highly
Doing a literature review 54 populated lectures, favour a more lively, performative, interactive approach which aims to involve
The academic blog 58 the student group. The aim, in modern lectures, is not for students to be passive consumers of
Coming up with questions & titles 61 information but to be active participants in their own learning: asking questions, challenging ideas,
Making notes 64 seeking clarifications, and so on. While a lecture is in progress, participation is generally encouraged
although its better to put up your hand rather than just shout out
Writing an essay 65
Lectures tend to be used to introduce a subject which is then followed up in greater detail in one or
Writing the essay 70 more seminar sessions.
Writing a report 73
Spoken presentations 76 In summary, then, the basic format of a lecture is:
The visual essay 79 a lecturer standing at the front of a room and talking about a particular subject for a set period of
The video essay 82 time, usually supported by audio-visual materials (e.g. slides, film clips, web examples, live
writing on a board or visualiser) and sometimes referring to printed hand-outs or to material
previously posted on StudyNet
21
students sitting facing the lecturer and taking notes, offering observations and asking questions,
sometimes being asked directly to respond to audio-visual materials and/or hand-outs
the lecturer asking for final questions at the end
Section 1: Skills 3 Section 4: Presentation & Communication 86 the lecturer perhaps setting or suggesting further work, especially if there is to be one or more
Skills: An Introduction 4 Getting it right: Correct presentation 87 follow-up seminars
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 This can, of course, vary considerably, depending on the particular subject, lecturer, context, and so on.
MAPS: My Active Planning System 10 Referencing92 To get the most out of a lecture you will need to bring with you:
Studyload11 Books94 something to write with
Where to go for help 17 Journal articles 95 something to write on
Moving image 96
an audio or video recording device (optional, and it is a good idea to ask the lecturers permission
first)
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 any previous notes you have made on the subject (e.g. you might have been asked to watch,
Studio practice 27 Illustrations100 read, play or look at something in preparation for the lecture or seminar)
Studio crits 28 Academic conduct 102 any StudyNet materials which you have been asked to look at and/or bring to the session
Creative Arts off campus 31 What to do if you fail 108 This list is also applicable to seminars, symposia and tutorials.
Work experience & placements 35 Some things are considered to be unacceptable in lectures:
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 arriving late
making or receiving phone calls
Plagiarism & collusion quiz: Answers 113 sending or reading text messages
Section 3: Modes of Assessment 39 surfing the internet for casual purposes (e.g. to use Facebook, Twitter, e-Bay)
playing computer games
Doing a literature review 54 listening to MP3 players, etc.
The academic blog 58 casual conversation, especially while a lecture or seminar presentation is being delivered
Making notes 64 reading magazines, newspapers, comics, etc. (except as part of a directed activity)
Writing an essay 65 walking out of the room (whether its to take/make a phone call, go to the loo, or because youre
Planning the essay 69 bored)
Writing the essay 70 falling asleep
Writing a report 73
Spoken presentations 76 At the very least, these are signs of poor studentship. They are likely to lead to you being asked to
The visual essay 79 leave the session.
The video essay 82
22
Be aware, by the way, that the term lecture is often used in a generic sense to refer to any type
of teaching session in a university situation. So, even if someone tells you that lectures start at 9
and end at 5, it is extremely unlikely that everything which takes place between 9 and 5 will be a
lecture! Similarly, teachers at university are often referred to as lecturers, but this doesnt mean that
Section 1: Skills 3 Section 4: Presentation & Communication 86 lectures are all they do
Why emphasise Skills 5 Communicating with the reader 88 What is a seminar?
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Seminars involve smaller groups than lectures (usually no more than 25) and are much more flexible
in purpose, structure and outcome.
Most seminars are used to unpack, try out and discuss ideas encountered in previous lectures, so
Studyload11 Books94 in this sense they are best seen as a follow-up activity. When this is the case, it is ideal if the seminar
Where to go for help 17 Journal articles 95 follows as soon as possible after the lecture, either on the same day or within a week. Sometimes,
Moving image 96 the order might be reversed, with a seminar being used to prepare a set of ideas or materials for a
Electronic information 97 forthcoming lecture. This is, however, less usual. Seminars can also be used to introduce a specialist
Section 2: Teaching & Learning Contexts 20 The Internet 98 subject which is not felt to be suited to the large-scale lecture format and therefore might be best
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 understood through a hands on experience. Whatever the case, a seminar is where your learning is
Studio practice 27 Illustrations100 consolidated or strengthened, and you should feel yourself taking ownership of knowledge and ideas.
What is a workshop? 30 The assessment form 106 Seminars often involve working in small groups, either on a live activity or as part of a previously set
Creative Arts off campus 31 What to do if you fail 108 task across two or more weeks. Groups feed back as a way of prompting wider class discussion.
Alternatively, specific seminar sessions might be allocated in advance to individual students, or to
small groups of students, who are asked to plan and deliver the material, sharing their findings and
ideas with the rest of the class. Again, the aim is to generate discussion.
StudyNet38 Further reading 110 To a significant degree, then, seminars should be seen as student-led. This is reflected in the fact
Plagiarism & collusion quiz 111 that they often involve a very different arrangement of furniture from that used in lectures, with
Plagiarism & collusion quiz: Answers 113 students gathered around clusters of tables rather than ranked in lines, facing the front of the
Section 3: Modes of Assessment 39 teaching space. The role of tutors is to establish the framework for a seminar series, keep things to
Research: Getting started 40 schedule, ensure participation and contribute ideas, suggestions and challenges where appropriate.
iMaps: the research process 45 A seminar which is dominated by the tutor is, in most cases, a seminar which isnt working: a
Doing a literature review 54 seminar, in other words, which is turning into a lecture.
Coming up with questions & titles 61 For seminars, in short, you should expect some or all of the following:
Making notes 64 to revisit, or anticipate, ideas from lectures
Writing an essay 65 to encounter new topics which are unsuited to the lecture format but still related to the overall
Planning the essay 69 themes of the lecture series
to be in a relatively small group which often breaks down into even smaller groups to work
Writing a report 73
Spoken presentations 76 to contribute individual and/or group presentations, carrying out research, planning delivery,
The visual essay 79 preparing supporting materials, and so on
The video essay 82 to contribute to online discussion boards, blogs, wikis, and so on, relating to the seminar series;
to take part in class discussions
23
Again, remember that this is only a guide: the varieties of seminar are as numerous as the varieties
of tutor, module, course and student.
What is a symposium?
Section 1: Skills 3 Section 4: Presentation & Communication 86 A symposium is similar, in some ways, to a seminar. It takes place in a small group (preferably no
Skills: An Introduction 4 Getting it right: Correct presentation 87 more than 25, and ideally less) and is fundamentally about shared, open discussion on a particular
Why emphasise Skills 5 Communicating with the reader 88 topic. Symposia work best when furniture is arranged in a square or circle, so that everyone can see
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 everyone else and no single person whether tutor or student is in a position to dominate or to
hide.
The original symposia, much beloved of the ancient Greeks, involved alcohol, feasting and music
Studyload11 Books94 as an aid to flowing philosophical discussion, but in a modern university setting you should expect
Where to go for help 17 Journal articles 95 the emphasis to be placed firmly on the latter (although light refreshments are sometimes involved).
Moving image 96 A good symposium will tend to have a relaxed atmosphere, with the aim being to encourage lively
Electronic information 97 debate, a sharing of knowledge, and the expression of opinions.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 They key characteristics of a symposium are as follows:
Studio practice 27 Illustrations100 there is no set running order you simply join in when you have a point to make or a question to
Studio crits 28 Academic conduct 102 ask, or if you want to steer the conversation in a certain direction
everyone must join the discussion at some point there is no audience in a symposium, only
Creative Arts off campus 31 What to do if you fail 108 participants
Work experience & placements 35 there is usually a symposium chair (this is not necessarily the tutor), whose role is to move the
Section 5: Further Sources of Help & Advice 109 conversation on if it stalls, prevent gaps, and to ensure that everyone makes a contribution
Ethics: Working with others 36
StudyNet38 Further reading 110 the chair is not supposed to lead or dictate the discussion, but s/he might provide a short
Plagiarism & collusion quiz 111 summary at the end and/or arrange for a record of the symposium to be written up afterwards
Section 3: Modes of Assessment 39 You can prepare for a symposium by:
Research: Getting started 40 thinking about and researching the broad subject beforehand
identifying a specific issue, idea, figure, or work, that you would like to pitch into the discussion
Doing a literature review 54 at some point
Coming up with questions & titles 61 preparing something to say about it
Making notes 64 bringing along something to write with and something write on
Writing an essay 65
Planning the essay 69 Dont script what you want to say: aim to extemporise it (i.e, do it off-the-cuff), so that you can
Writing the essay 70 respond to what other people have said. Make use of available media if this will help to illustrate your
Writing a report 73 contribution, e.g. draw a diagram on the board or visualiser, bring along an image or a scene from
Spoken presentations 76 a film. To perform well in a symposium situation, you will need to be confident in your knowledge of
The visual essay 79 the subject matter. This means being prepared. Remember: the most effective off-the-cuff moments
The video essay 82 arent really off-the-cuff at all they just seem that way
24
What is a tutorial?
A tutorial is a meeting between a tutor and one or more students. Its aim is to provide a short,
focused point of discussion on aspects of learning and teaching, such as progress on a particular
assignment.
Skills: An Introduction 4 Getting it right: Correct presentation 87 Your experience of tutorials will involve both individual and small group sessions (usually of 25
Why emphasise Skills 5 Communicating with the reader 88 students). Individual tutorials will tend to be 1020 minutes long; group tutorials, depending on the
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 number of students, are likely to be 3045 minutes.
Tutorials are organised in three ways:
MAPS: My Active Planning System 10 Referencing92 given appointments
Studyload11 Books94 bookable appointments
drop-in surgeries
Moving image 96
In the case of group tutorials, the grouping is rarely random. More often, particular students are
brought together because they are working on related themes, subjects or problems, or because they
are actually taking part in a group project.
Studio crits 28 Academic conduct 102 For tutorial appointments it is important to:
attend punctually (check date, time, room)
What are you looking at? 33 let your tutor know as soon as possible if you cant make it (so that your slot can be allocated to
another student and a new one given to you)
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 come with something to say (specific questions to ask, ideas to try out, problems you are
StudyNet38 Further reading 110 encountering)
Plagiarism & collusion quiz 111 bring something to write with and something to write on
Section 3: Modes of Assessment 39 Increasingly, e-mail is providing another semi-official form of tutorial contact but it is vital that you
Research: Getting started 40 make the most of the available face-to-face tutorial opportunities. Compared to other modes of
iMaps: the research process 45 teaching and learning at university, these will take up comparatively little of your study time, but they
Doing a literature review 54 provide ideal opportunities to speak close up with your tutors and to ask for advice, reassurance,
The academic blog 58 help or encouragement.
Making notes 64 PS
Writing an essay 65 The personal styles and preferences of individual tutors, the size and dynamic of specific groups
Planning the essay 69 of students, the demands of particular topics, disciplines, modules, can all influence the nature of
Writing the essay 70 these teaching and learning modes. This means that definitions are difficult to fix and there is likely
to be a certain amount of crossover. Many tutors, for instance, like students to ask questions during
Writing a report 73
lectures rather than at the end; others open out discussion or ask for participation in the analysis
of examples. In these cases, the line between a lecture and a seminar can blur. Similarly, a group
The visual essay 79 tutorial can often take on the characteristics of an informal seminar or symposium. These overlaps
The video essay 82 are fine, of course, as long as everyone in the room knows whats meant to be happening and
why
25
Finally, make sure that you always read the published schedule and check StudyNet regularly for any
announcements about preparation for particular teaching sessions, last minute changes to rooms or
times, cancellations, and so on.

Studyload11 Books94
Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
26
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 studio practice
Section 1: Skills 3 Section 4: Presentation & Communication 86 The studio is a learning environment for both group and individual work. Discussion with your peers
Skills: An Introduction 4 Getting it right: Correct presentation 87 and tutors is one way of opening up ideas and possible modes of practice while at the same time
Why emphasise Skills 5 Communicating with the reader 88 developing your skills and confidence in communication and working with other people.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 In getting your own work started there are several things you might do. Focusing on materials or
processes can often provide a useful starting point. To generate ideas, for instance, you might try
brainstorming, either with a group or by yourself. The idea is to write down as fast as possible as
Studyload11 Books94
many ideas that come into your mind, connected with an issue, problem or activity you are dealing
with. Do not stop to think about how useful or practical they are.
Moving image 96
Electronic information 97 Silly or unlikely ideas can sometimes lead you in a direction that you would not have thought of
Section 2: Teaching & Learning Contexts 20 The Internet 98 otherwise.
Studio practice 27 Illustrations100 Once you have selected a few possible ideas to work with, the next stage is to investigate them
Studio crits 28 Academic conduct 102 through a process of visual and library research. Visual research is about finding visual references to
What is a workshop? 30 The assessment form 106 use in your work, and also about learning to look in an imaginative and inquiring way. It corresponds
Creative Arts off campus 31 What to do if you fail 108 roughly with an idea of drawing taken in its most extended sense. You might make diagrams,
What are you looking at? 33 drawings or take photographs of things, experiment with different marks using different media or
materials, make collages or montages of objects or images, or make maquettes, 3D wire drawings,
or indeed any combination of these. In design areas you may also find the need to consider
information about technologies or experiment with human-use characteristics.
Plagiarism & collusion quiz 111 Whatever you use for visual and indeed library research, it is crucial that you make full use of your
Plagiarism & collusion quiz: Answers 113 sketchbook to record your studio research process. Your sketchbook can then become a useful reference
Section 3: Modes of Assessment 39 point, not only for your studio work but also for your discussion of this work in tutorials and crits.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Studio Crits
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is a crit?
Skills: An Introduction 4 Getting it right: Correct presentation 87 A crit (short for critique) is a process of formal analysis or criticism. It forms an important stage in
Why emphasise Skills 5 Communicating with the reader 88 your project, module or programme, when you have a chance to organise, present and discuss your
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 work with tutors and your group.
It is usually a part of the assessment process, prior to the final marking, giving you an opportunity
to reflect on what you have done and gain a range of opinion on how well it is working and ways it
Studyload11 Books94
could be developed further.
Moving image 96 Typically a crit will explore these basic questions with regard to your work.
What have I done in response to the module/brief or requirements?
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Why have I chosen this approach? Ideas, concepts, issues, context?
Studio practice 27 Illustrations100 What methods have I used and why? Techniques, processes, media?
Whats working, and what could be improved? Strengths and weaknesses?
Creative Arts off campus 31 What to do if you fail 108 What can I learn from others reactions and suggestions?
Work experience & placements 35 Why do crits?
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 The prospect of a crit can be a bit daunting, but bear in mind that it will be a valuable learning tool,
StudyNet38 Further reading 110 which will help you reflect on your work and yourself. For example crits:
Plagiarism & collusion quiz 111 Help you to organise and present your work
Plagiarism & collusion quiz: Answers 113 Help you to put your thoughts and ideas about your work into words
Research: Getting started 40 Give you an opportunity to practice at speaking in front of others it gets easier with practice!
iMaps: the research process 45 Help you take stock of your own learning and progress
Doing a literature review 54 Allow you to get opinions and feedback from your tutors and other students fresh ideas and
The academic blog 58 alternative approaches are always helpful
Making notes 64 Allow you to check that your work is meeting the criteria for assessment
Writing an essay 65
Planning the essay 69 Getting the most out of crits
Writing the essay 70 Before:
Writing a report 73 Read the assignment brief carefully, including the learning outcomes and assessment
Spoken presentations 76 criteria
The visual essay 79 Bearing these in mind, check you understand what is required of you
The video essay 82
Look through your work and sort it into a sequence that shows the development of your thinking
and practice
28
Jot down ways you would answer the questions above
Make yourself a checklist of points to prompt you in the crit
During:
Skills: An Introduction 4 Getting it right: Correct presentation 87 Have an ordered selection of work available to view
Why emphasise Skills 5 Communicating with the reader 88 Ask a friend to take notes on the points raised you can do the same for them
Listen carefully to what others say and try not to take things personally its the work that is the
subject of discussion, not you
Studyload11 Books94 Remember everyone else in the group has been or will have to go through the same process and
Where to go for help 17 Journal articles 95 your fellow students will be feeling exactly the same as you
Moving image 96 If you are invited to comment on a fellow students work, always try to start with a friendly
Electronic information 97 positive comment
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 After:
Studio practice 27 Illustrations100 As soon as possible after the session, review the discussion and notes made by your peer
Use the notes from the crit to plan your next steps
Creative Arts off campus 31 What to do if you fail 108 Keep adding ideas and thoughts to your reflective journal. Over time this will reveal your working
What are you looking at? 33 process, and help you become more conscious of your own strengths and weaknesses
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
29
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 What is a workshop?
Section 1: Skills 3 Section 4: Presentation & Communication 86 A workshop is a method of teaching which is a mix between studio practice and a lecture. Work-
Skills: An Introduction 4 Getting it right: Correct presentation 87 shops typically take place with a small group of students (usually between 5 and 30). Workshops are
Why emphasise Skills 5 Communicating with the reader 88 designed to enhance the students practical skills, and to teach them about the theory and context
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 behind such practice.
Students are taught by demonstration and then be expected to copy what they have been shown.
Once the students have completed the first section, the workshop continues in a similar manner
Studyload11 Books94
with the lecturer demonstrating the next step. By this method of teaching students can learn how to
achieve complex processes gradually and in small, easy to follow, stages. .
Moving image 96
Electronic information 97 For example a workshop might focus on a software presentation, in which the students will be shown
Section 2: Teaching & Learning Contexts 20 The Internet 98 how to achieve a particular task by utilising the tools available in the software. They will then be ex-
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 pected to demonstrate their understanding by repeating what they have just seen demonstrated. In
Studio practice 27 Illustrations100 this type of workshop, the lecturer will present from a computer connected to a projector at the front
Studio crits 28 Academic conduct 102 of the class, and students will have a computer in front of them through which to practice.
Creative Arts off campus 31 What to do if you fail 108 By contrast in a sculpture workshop the lecturer would demonstrate a particular technique, and
What are you looking at? 33 explain the uses/outcomes of such a method, and the students would then replicate processes learn
in the demonstration.
Demonstrations will almost always include a contextual or theoretical element to explain why the
practical element should be undertaken using the method being demonstrated, and possibly explain
Plagiarism & collusion quiz 111 why other methods (should they exist) should not be utilised. As in lectures, students are expected to
Plagiarism & collusion quiz: Answers 113 take notes.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Creative arts off campus
Section 1: Skills 3 Section 4: Presentation & Communication 86 There are all sorts of ways of adding to your knowledge about the creative arts and enhancing your
Skills: An Introduction 4 Getting it right: Correct presentation 87 understanding of the world around you.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 You cant be too much of a cultural sponge, keep an open and receptive mind and youll be surprised
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 at the number of connections you make, new enthusiasms you forge and fresh ways of knowing
what it is to be a human being.
Studyload11 Books94
You are studying about 25 minutes away from one of the greatest and most culturally rich (and
diverse) cities on the planet. Use London. But wherever you are there are things to look at, read,
Moving image 96 listen to. Never been to the theatre? Try it. Never been to Cambridge, Oxford, Stevenage? OK, try
Electronic information 97 them out.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 If youre a music student, then try a few art galleries. Fine Art student? Go to a classical concert.
Studio practice 27 Illustrations100 Design student? Watch a French nouvel vague movie from the 50s.
What is a workshop? 30 The assessment form 106 The list of places you can gain inspiration from is pretty long. There are plenty of listings available,
Creative Arts off campus 31 What to do if you fail 108 buy a Saturday or Sunday paper, or get them online or on your smartphone.
What are you looking at? 33 Art Galleries - private or public theyre mostly free in the UK. Food for the soul, and often a
Work experience & placements 35 challenge to your pre-conceptions
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Museums they cover practically every subject under the sun, again most are free
Retail (shops) Yes shops! They are a great place to look at things, touch them, walk round
them. Design student? Need to test out the latest Apple gadget but cant afford one? Go to an
Apple Store, and play. Fashion student go feel the material try it on feel the swish
Research: Getting started 40 Cinemas watch stuff, this goes for TV too. OK, Hollyoaks may not stretch you too far, but
iMaps: the research process 45 theres plenty that can.
Doing a literature review 54 Theatre are you an SFX student who only thinks that the latest Avatar lookalike is where its
The academic blog 58 at? Try the theatreyoull be amazed
Coming up with questions & titles 61 Concert Halls mostly listen to your iPod? So thatll be a compressed Mp3 file. Go hear the real
Making notes 64 thing
Writing an essay 65
Architecture, environment by this we mean the stuff around you. Look at buildings. Look at
the streets you walk around, the countryside. Look at signs, logos, graffiti, window displays,
posters. Small tip, look up! most of us trawl along at eye level and were missing so much.
Writing a report 73
Preparation
The visual essay 79
Take your student ID with you. This might get you in at a discounted rate or free. Take a notebook
The video essay 82 and something to write/draw with and a digital camera, if you have one. You will need to make
notes about the venue, the works and the way the works are presented sketches of the exhibition
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layout(s) can be useful too. You will not remember every detail. If youve a smartphone that takes
voice memos use that if it suits you.
By the way, check if you can use a camera. This is allowed more often than youd expect in
Section 1: Skills 3 Section 4: Presentation & Communication 86 museums and galleries, usually if you dont use flash. But ask, and dont try and sneak a photo when
Skills: An Introduction 4 Getting it right: Correct presentation 87 pretending to use your phone. Many retail stores will pounce on you if you start snapping away (they
Why emphasise Skills 5 Communicating with the reader 88 suspect industrial espionage). A simple polite question will save a whole load of bother.
Freebies & catalogues
Always collect any free handout, guide, catalogue, etc. In art galleries make a note of prices if it is
a dealer show (N.B. dealers are required by law to display the prices of works in exhibitions, and if
Studyload11 Books94 they are not displayed they will have a list of them for which you may need to ask). If you think that
Where to go for help 17 Journal articles 95 the show or exhibition may be significant for you either now or later on in the course, splash out on
Moving image 96 the catalogue if there is one if it is a major show they are often cheaper while the show is on. Or
Electronic information 97 try Amazon or similar. The LRC tries to get many catalogues, but tiny galleries or museums outside
Section 2: Teaching & Learning Contexts 20 The Internet 98 major cities? Not usually.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 What are you looking at and how do you see it?
Section 1: Skills 3 Section 4: Presentation & Communication 86 What are you looking at?
Skills: An Introduction 4 Getting it right: Correct presentation 87 One of the ways that artists and designers, filmmakers, musicians etc. learn about their disciplines is
Why emphasise Skills 5 Communicating with the reader 88 by looking closely at other creative artists practices. Some relevant questions to ask when looking at
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 a work might be:
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 What is it?
MAPS: My Active Planning System 10 Referencing92 What is it made of?
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Journal articles 95 How is it made or put together/How are the materials used?
Moving image 96 What does it look like, feel like, sound like?
How is - colour, form, space, melody,technique, material, timbre - used?
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 What does it seem to be about?
Studio practice 27 Illustrations100 What is the subject matter?
What sort of imagery is used?
Creative Arts off campus 31 What to do if you fail 108 Does it contain references or allusions to other art, events, circumstances, literature, cultural
What are you looking at? 33 objects, films, adverts, music, ideas etc.?
Work experience & placements 35 When was it made? How does the artifact, be it a painting, piece of music, designed object,
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 advert, typographic form etc. etc. relate to other current or past practices?
Who made it? This question may be more difficult than it looks for, not all works were or are
Plagiarism & collusion quiz 111 physically made by the artist to whom they are attributed. Who made Damien Hursts diamond
Plagiarism & collusion quiz: Answers 113 studded skull? (Have a guess!) Who made a film? The director? The screenwriter? The
Section 3: Modes of Assessment 39 cameraman? The set designer? The caterers?
To who may it be addressed/for whom was it made? What is its intended audience? What seems
iMaps: the research process 45 to be its intended effect? Did it attract an audience its creator(s) didnt expect?
What did it do for you?
Coming up with questions & titles 61 Mostly we get to experience the creative arts in some sort of public space gig, concert hall, dealer
Making notes 64 gallery, museum, public building, park etc., or the virtual space of TV, downloads, the internet. Even
Writing an essay 65 in our own houses and hands are designed objects of consumption. What we see and hear, touch
Planning the essay 69 and wear and how we perceive it is naturally, to a certain extent, manipulated by the environment in
Writing the essay 70 which it is experienced and the tastes, values and selectivity of all sorts of other people
Writing a report 73 which may or may not include the artist(s). It seems relevant therefore also to consider such
Spoken presentations 76 questions as:
The visual essay 79 Where is it located? (or even if it has an actual, rather than virtual location)
The video essay 82
If its in a gallery or museum itll have been curated. How is it physically presented and lit?
(plinths, space around it, decor of space or appearance of environment, lighting, use of artificial
or natural lighting. etc)
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How is it placed in relation to other works and whar can be implied in the relationship? This
question works as well in a gallery as it does in a shop
What sort of information are you given about the work and where is the information located?
Programmes, audio-guides, handouts, labels, etc.
Skills: An Introduction 4 Getting it right: Correct presentation 87 What sort/s of significance or value does the information suggest for the work?
Why emphasise Skills 5 Communicating with the reader 88 Who may be responsible for the way it is physically presented (what are their values and
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 concerns?)
Who was involved in controlling, presenting and generating the information offered?
Studyload11 Books94 Who may be responsible for making the work available to the public in this location?
Where to go for help 17 Journal articles 95 Who owns the work? Is it a mass market product? A limited edition?
Moving image 96
Is it for sale? If so, at what price?
Section 2: Teaching & Learning Contexts 20 The Internet 98 How may these factors affect the way you see the work and the way you think about it?
Studio practice 27 Illustrations100 Our experience of creative arts and our responses to particular works are also affected by the unseen
Studio crits 28 Academic conduct 102 baggage of interests, concerns, assumptions, preconceptions and values which we unconsciously
What is a workshop? 30 The assessment form 106 bring to bear on works in the act of looking. Bringing these into more conscious focus can help you
Creative Arts off campus 31 What to do if you fail 108 decide on your priorities and values as a practitioner. So, in considering your response to works and
their presentation whether you find them interesting/tedious, significant/insignificant, good/bad and
so on it would be important to ask yourself:
What factors in my previous experience of culture and society may lead me to respond in this way?
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Work experience & placements
Section 1: Skills 3 Section 4: Presentation & Communication 86 Work experience or placements provide a context outside the University in which you have the
Skills: An Introduction 4 Getting it right: Correct presentation 87 opportunity to apply what you have learned about professional practice. In order to make it a fruitful
Why emphasise Skills 5 Communicating with the reader 88 learning experience, it is important to pay particular attention to managing your time, and the ways in
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 which you deal with people. Reflecting on the differences and similarities between this professional
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 context and the one you work in at University can help you gain a more informed view of your field of
study and help shape your career aspirations.
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For further information and guidance on work experience and placements please go to:
StudyNet > Creative Arts (under the Your Departments list, bottom right) > Department Information
Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Ethics: working with others (human participants)
Section 1: Skills 3 Section 4: Presentation & Communication 86 Why is Ethics approval Important?
Skills: An Introduction 4 Getting it right: Correct presentation 87 If the work you undertake as part of your studies in the School of Creative Arts involves the
Why emphasise Skills 5 Communicating with the reader 88 participation of others, you will need to get the approval of the Faculty Ethics Committee by
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 completing an Application for Ethics Approval. (The application forms are available in electronic
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 format from Carol Organ at c.organ@herts.ac.uk)
The Ethics committee is here to help protect you and others involved in your work
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The Application for Approval is designed to ensure that anyone who is involved in any aspect of your
studies is protected from any harm or distress your work might cause and that you have designed
Moving image 96 your project in such a way to ensure that participants are aware of what you are doing, why you are
Electronic information 97 doing it, and they have given informed consent that they are willing to participate.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Making sure the information you gain about others is held securely
Studio practice 27 Illustrations100 In your application, you are also required to give assurances about how you will collect and store
Studio crits 28 Academic conduct 102 information and what precautions you have taken to keep that data secure, either password
What is a workshop? 30 The assessment form 106 protected or locked securely away. You will also be required to declare that you will not disclose that
Creative Arts off campus 31 What to do if you fail 108 data or any other information.
Working with children and vulnerable adults
If you aim to work with children or those under 18, or with vulnerable adults who are not able
to give informed consent that they are willing to participate in your research, then you will need
written permission from a head-teacher/legal guardian and may need to be checked by the Criminal
Plagiarism & collusion quiz 111 Records Bureau. If this is the case there is an application form Consent Form Where the Proposed
Plagiarism & collusion quiz: Answers 113 Participants are Minors that you are required to complete. If you aim to work with minors you should
Section 3: Modes of Assessment 39 discuss your project with the Chair of the Ethics Committee, Dr Simon Trainis, s.trainis@herts.ac.uk.
iMaps: the research process 45 Work placements
Doing a literature review 54 If you are on a work placement or some other form of work experience and are undertaking your
The academic blog 58 studies with an external organization, you will also need to ensure and provide evidence that the
Coming up with questions & titles 61 organization is aware of your research and has agreed to participate. Some institutions are also
Making notes 64 bound by ethics codes and you will need to observe these in the work you undertake.
Writing an essay 65
Plan ahead!
It is important to get the approval of the Ethics committee well before you begin your work, preferably
Writing the essay 70 six weeks in advance but absolutely no less that two.
Writing a report 73
Spoken presentations 76 Remember, if you think that the work you are undertaking may need the approval of the Faculty
The visual essay 79 Ethics Committee, then you should discuss the matter with your programme tutor. If in doubt, make
The video essay 82 an application.
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You can also seek advice from Dr Simon Trainis, the Chair of the Ethics Committee. Email him at
s.trainis@herts.ac.uk or Carol Organ, the Committees Clerk at c.organ@herts.ac.uk.
If your application is approved, then you will be notified and the project is given a protocol number.
Section 1: Skills 3 Section 4: Presentation & Communication 86 Once your project is approved, you can be sure that the work you are undertaking is well-designed,
Skills: An Introduction 4 Getting it right: Correct presentation 87 of low risk, and you have taken all reasonable precautions to protect the wellbeing and interests of
Why emphasise Skills 5 Communicating with the reader 88 others. If, however, your project changes in its aims, scope and duration you will need to apply for
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 further approval.
If the Ethics Committee has concerns about your project, you may well be required to modify it. If this
is the case, you will receive written feedback on the changes you are required to make. You must not
Studyload11 Books94 begin work until you have approval and you cannot make a retrospective application for work you
Where to go for help 17 Journal articles 95 have already undertaken.
Moving image 96
Electronic information 97 Caution!!! If you undertake work involving others and have not received approval of the Faculty Ethics
Section 2: Teaching & Learning Contexts 20 The Internet 98 Committee, your work may be subject to an academic penalty.
Studio practice 27 Illustrations100 You can find out more by searching StudyNet for Universitys Policies and Regulations.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 StudyNet
Section 1: Skills 3 Section 4: Presentation & Communication 86 Whats StudyNet?
Skills: An Introduction 4 Getting it right: Correct presentation 87 Well before we go on, can we just say it is sort of like a life support system while you are at UH. It
Why emphasise Skills 5 Communicating with the reader 88 knows who you are, what programme and what modules youre on. It is very, very important!
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Phew, now weve got that off our chest, lets get on with the explanation
StudyNet is the Universitys student and staff intranet. In IT jargon its called a VLE or Virtual
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Learning Environment. Lets just say, if you dont engage with StudyNet, you wont engage with the
University. Its only accessible to members of UH, therefore it has loads of links you wont get on the
Moving image 96 ordinary Internet.
Section 2: Teaching & Learning Contexts 20 The Internet 98 Its the means by which you know what modules youre on, how you find out details about your
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 courses, what your assignments are and when they are due in. It gives you the ability to contact
Studio practice 27 Illustrations100 your tutors or find out that they are off sick and wont be in today, find resources and information,
Studio crits 28 Academic conduct 102 including materials and links your tutors will put on StudyNet, which will be vital to your learning.
What is a workshop? 30 The assessment form 106 Most importantly after the final examination boards for each semester your grades will appear on
Creative Arts off campus 31 What to do if you fail 108 StudyNet.
Oh, and its not all academic information, theres plenty of social stuff, for example, whats on at The
Forum. In fact, StudyNets pretty much vital to your survival at UH.
OK, StudyNet isnt perfect (what is?) and it can be a little confusing at first but you can simplify the
Plagiarism & collusion quiz 111 main screen, you can change the colour scheme, just play around with the Your Portal bit on the left
Plagiarism & collusion quiz: Answers 113 hand side of the screen. But if you dont use it regularly then youll miss out on, well, very important
Section 3: Modes of Assessment 39 information, such as the outcome of assessment on your work.
iMaps: the research process 45 There are messaging fuctions within StudyNet, where you can contact you tutors and other students
Doing a literature review 54 on your modules. As with email messages please be sure to explain who you are, what level and
The academic blog 58 course youre on and what the precise issue is.
Making notes 64 You can set up discussion groups with fellow students, store favourite websites, e-books, put up
blogs and much more. The Learning Resources link puts you in touch with loads of information
Writing an essay 65
sources which UH pays licences for. In other words you cant get them via an everyday Google
search. You need to be inside StudyNet to get access.
Writing a report 73 You can get to StudyNet from anywhere in the world (if you can remember your username and
Spoken presentations 76 password!) And, naturally, remember the URL. Which is
The visual essay 79
The video essay 82 www.studynet.herts.ac.uk
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modes of
assessment
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Research: Getting started
Section 1: Skills 3 Section 4: Presentation & Communication 86 All academic essays, reports, reviews etc. need supporting source material. This will mostly be
Skills: An Introduction 4 Getting it right: Correct presentation 87 reading, but also watching, looking and listening.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Information can come in many formats but youll need to cover as many bases as possible.
Remember research takes time, you cant do it in the last few days before hand-in. Well, you can
try, but frankly leaving it to the last moment isnt going to help you produce a good essay, report,
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review etc.
Moving image 96 Your final bibliography should contain examples from most, if not necessarily all, of the formats
Electronic information 97 below. It goes without saying that nowadays any of these can be digital artifacts (often prefixed with
Section 2: Teaching & Learning Contexts 20 The Internet 98 the letter e as in ebook) though a fair few will still be printed sources.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Books
Studio crits 28 Academic conduct 102 Journal articles
What is a workshop? 30 The assessment form 106 Web sites
Films
Work experience & placements 35 TV
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Radio
Podcasts
Plagiarism & collusion quiz: Answers 113 Newspaper articles
Section 3: Modes of Assessment 39 And probably others weve forgotten to list such as games, softwareetc.
iMaps: the research process 45 Remember that although you can find a whole heap of information sources on the World Wide Web
Doing a literature review 54 the fact remains that no author needs permission to stick up a website and often nobody has edited
The academic blog 58 or proofread their facts and opinions. So be careful and wary of web resources that dont come from
Coming up with questions & titles 61 recognised academic sources or something like a museum or a recognised organisation. Thats not
Making notes 64 to suggest theres not lots of perfectly honest and sound information out there, but there are some
Writing an essay 65 very dodgy sites.
Writing the essay 70 You need to cite or reference all the sources youve found and used in your work. Theres a separate
section on the way in which the School of Creative Arts wants you to follow called the Author-Date
Writing a report 73
or Harvard System.
The visual essay 79 Its also worth noting at this point that if you find a useful resource record its details so you can put it
The video essay 82 in your bibliography (long word for an alphabetical list of information sources you used).
OK how do you find these sources of information?

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Wandering around the LRCs gazing at the shelves (its called browsing) is perhaps the least useful
approach, though it can be dreadfully distracting, persuades you that youre seriously researching
(you arent) and although you might end up being highly entertained, youll usually be confused
and none the wiser about the task in hand. Youd be better off searching Voyager, which lists all the
Section 1: Skills 3 Section 4: Presentation & Communication 86 resources held physically and electronically in the Universitys collections.
Why emphasise Skills 5 Communicating with the reader 88 Even if you think it doesnt come easy to you, be systematic in your researches. First sit down and
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 think about the subject you want to write about. Read the brief, look at the task youve been given.
Write down the key words which define your subject. Think of different words to describe your
subject theyre called synonyms. If youre looking at a film write down the directors name, if youre
looking at an artist or designer, who did she or he know, be influenced by, copy?
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Where to go for help 17 Journal articles 95 You could use Wikipedia, but always triangulate your information with other reference sources. And
Moving image 96 remember Wikipedia or other encyclopaedias, dictionaries etc. are just starting points, at University
Electronic information 97 level youll need to dig deeper.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Oh. And a small tip. Dont start with a Google search. No honestly, dont. And those of you who use
Studio practice 27 Illustrations100 Yahoo or Bing or whatever. Dont. Got that?
What is a workshop? 30 The assessment form 106 Good. Now go to StudyNet. At the top left hand side youll see a link two words.
Creative Arts off campus 31 What to do if you fail 108 Learning Resources. Click on it.
Making notes 64
Writing an essay 65
Planning the essay 69 Youll find a new page and it will have a splash-screen on it (one of those annoying web things that
Writing the essay 70 pop up when you least want it to). Itll ask you to switch it off in future if you want. Do this, unless you
Writing a report 73 like being annoyed.
The visual essay 79 Youll see a page full of links:
The video essay 82
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Moving image 96
Take a while to look around it. Youll have links to all sorts of tutorials (iSpy highly recommended,
they can assure you that youre searching right) and to newspapers, general reference and other
StudyNet38 Further reading 110 resources. Theres a search box which you can use to look over a number of search engines
Plagiarism & collusion quiz: Answers 113 In order, these give you access to
Section 3: Modes of Assessment 39 Journals & InfoDBs OK that means journals (magazines, serials, periodicals) and Information
Research: Getting started 40 Databases. More of the latter later
Voyager, Voyager is the database of all the books, ebooks, DVDs etc which the University has
in its collections. Its really useful for books and other objects on shelves, and increasingly
The academic blog 58 e-books. Check the location. And be prepared to walk or catch a bus. Some stuff is at College
Coming up with questions & titles 61 Lane LRC, but others are at de Havilland LRC
Making notes 64
Writing an essay 65 Cant find anything relevant? Its unlikely, but if so then search Google Books. Due to copyright
laws and publishers you cant see the detail of a lot of material. But itll give you starting points,
and in some cases actual text to read
Writing a report 73 Google. Yes, we know that we told you not to use Google in the first instance, but this lists a
number of sub-sets of Google such as Google Scholar, Google Books etc. which we think are
much, much more useful than good old Google Web
The visual essay 79
The video essay 82 Intute . A website run by academics to filter the rubbish websites. Well worth a punt
Dictionary. This is only the full version of the Oxford English Dictionary. The gold standard, for
what an English word means. Better than loads of free dictionaries
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Biography. The Oxford Dictionary of National Biography. Beats Wikipedia hands down for short
authoritative biographies of dead people, who were British or merely had an influence on what
we now call the UK
Know UK. Not that much use for academic essays but brilliant for questions like, how do I find
Section 1: Skills 3 Section 4: Presentation & Communication 86 out about rent tribunals / doctors in my area?
Why emphasise Skills 5 Communicating with the reader 88 Amazon. Yes its Amazon. You can now buy groceries from them. But a great database of books,
DVDs, music, oh you know
MAPS: My Active Planning System 10 Referencing92 Enough of the search box. To the right of the screen you should find Your Subjects
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You should see Creative Arts, or Film & Media, or Music. Click on the image. Welcome to the
Information Toolkit for your studies.
Moving image 96
Making notes 64
Writing an essay 65
This has lists of useful sources just some of them are:
Writing a report 73
Spoken presentations 76 Specialist databases these are things like the Education Image Gallery and other free collections of
The visual essay 79 images, sounds and video content.
The video essay 82
Journal Databases Journal articles are extremely important sources of information to support your
essays.
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To find journal articles search the journal databases which the Uni pays licenses for. You cant get
them unless youre a student at UH. These cover the relevant publications in the areas you study.
For example FIAF is a database of a whole shedload of Film & TV journals and magazines and
Section 1: Skills 3 Section 4: Presentation & Communication 86 in many cases you can download the pdfs or HTML versions of the articles you find. ArtFullText
Skills: An Introduction 4 Getting it right: Correct presentation 87 has many electronic versions of the major publications in the areas of Art, Design Architecture
Why emphasise Skills 5 Communicating with the reader 88 etc. Theres IIMP for music, a cracking database that covers everything from Baroque Music to
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Electronica. Once youve started using them youll wonder how you coped before.
There are Information Toolkits for every subject taught at the Uni, so look around if you want to go
off piste. Marketing, Nursing, Education? Theres a database for it.
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Where to go for help 17 Journal articles 95 Skills Development really useful online tutorials and the e-version of this handbook!
Moving image 96
Electronic information 97 Sharing our Favourites a handy list of great websites, including the amazing BOB (Box of
Section 2: Teaching & Learning Contexts 20 The Internet 98 Broadcasts), where you can record and stream programmes from nearly all Freeview channels in the UK.
Studio practice 27 Illustrations100 Referencing help with how to reference your essays and reports and links to Turnitin a piece of
Studio crits 28 Academic conduct 102 software which can check you havent plagiarised by mistake.
Creative Arts off campus 31 What to do if you fail 108 OK. Youve found books, journal articles, now, go to Google. Why last? Well its huge. Stick in almost
any subject and look how many websites its collected. Millions.
Can you be bothered to look even the first twenty pages of results? Thought not.
StudyNet38 Further reading 110 We recommend using Google Scholar. It restricts itself to academic material. Which is good, if a little
Plagiarism & collusion quiz 111 too restrictive in the Creative Arts. To alleviate this try databases such as those listed in the Journal
Plagiarism & collusion quiz: Answers 113 Databases in the Information Toolkit for Creative Arts.
Research: Getting started 40 Newspapers. Newspaper articles are useful for all sorts of information, reviews of exhibitions, new
iMaps: the research process 45 products, films and so on. Try Nexis UK. Its a database of almost all the newspapers in the world. No
Doing a literature review 54 exaggeration. All. And theres Chipwrapper which covers most UK papers.
Coming up with questions & titles 61 All of these sources can be accessed from on-campus and off campus. While youre on campus
all the Universitys workstations and your laptop if youre using the wireless connection, are
Making notes 64
broadcasting the UH identity and these databases, for which we pay annual licences, know that
Writing an essay 65
identity. When youre off campus you wont be broadcasting UHs identity. There are, however
Planning the essay 69 two ways of authenticating yourself as a member of UH while off campus. One called ATHENS
Writing the essay 70 authentication and one called VPN (Virtual Private Network). These use your University username
Writing a report 73 and password. There are Self Help Guides for these in StudyNet. Theres one link on the Subject
Spoken presentations 76 Information Toolkit page.
The visual essay 79
The video essay 82 If you get confused by all this information then try your tutor. If they cant help then contact your
Information Hertfordshire Consultant. Hes John Chapman and his email address is
j.chapman@herts.ac.uk
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 imaps: the research process
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is an iMap?
Skills: An Introduction 4 Getting it right: Correct presentation 87 An iMap (information map) represents the narrative, or story, of your research processes and ideas
Why emphasise Skills 5 Communicating with the reader 88 development in relation to a particular assignment. You might be asked to produce an iMap in
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 support of an essay, for instance, or as an illustration of the enquiry behind a piece of practical work.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Some students choose to use iMaps as a way of documenting and understanding their own research.
Unlike an essay, there is no set form for an iMap: because it logs a personal process, both your own
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learning style and the challenges of the specific project will shape it. Some iMaps will be paper-
based, others digital, some will be diagrams, others physical objects. The default setting for an
Moving image 96 iMap is 23 sides of A3, but they have been done successfully as interactive timelines, blogs, comic
Electronic information 97 strips, videos, and physical models. The trick, perhaps, is to concentrate on mapping as a process
Section 2: Teaching & Learning Contexts 20 The Internet 98 (something you do) rather than the map as an outcome (something you have to make). The important
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 thing about an iMap is that it forces you to think about your research as well as doing it: about how
Studio practice 27 Illustrations100 and why you do what you do, and how you might do it better.
What is a workshop? 30 The assessment form 106 A good iMap shows:
Creative Arts off campus 31 What to do if you fail 108 critical reflection
What are you looking at? 33 creativity
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 the ability to communicate the complexities of information gathering, the evaluation of these
Further reading 110 information sources, the selection of those relevant to your project and your use of them.
StudyNet38
Plagiarism & collusion quiz: Answers 113 Although the physical nature of iMaps varies, there are certain things that you need to think about
when designing and making one.
What does an iMap do?
iMaps: the research process 45 The iMap has many functions:
it tracks how and where material has been found (web? books? journals?)
Coming up with questions & titles 61 it records the understanding and evaluation of sources (useful? If so, why? if not, why not?)
Making notes 64 it shows connections between sources, materials, and ideas
Writing an essay 65
it shows how ideas develop, some being followed through, others abandoned
Writing the essay 70 it shows how research is shaped into knowledge which can be used
Writing a report 73 it utters your research so that other people can see it: this means that it can be discussed,
Spoken presentations 76 explained and assessed
The visual essay 79
The video essay 82 What does an iMap look like?
As mentioned above, there is no set form for an iMap. There are, however, a number of things which
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need to be considered:
as they are always an attempt to record a process visually, they have a structure or organisation
that shows the process from beginning to end, and the flow of things in between
some iMaps follow the page layout convention where time runs from top left to bottom right,
others start at the centre and emanate out in concentric circles
Why emphasise Skills 5 Communicating with the reader 88 some iMaps use lines and arrows to show sequence, others may use colour codes; some use
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 boxes of different shapes and sizes to show related information, or to show which ideas belong
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 together
MAPS: My Active Planning System 10 Referencing92 most iMaps use images to illustrate sources, examples, and ideas
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Where to go for help 17 Journal articles 95 All iMaps feature some kind of written text. This will include:
Moving image 96 reflective commentaries
Section 2: Teaching & Learning Contexts 20 The Internet 98 lists of sources, preferably annotated (i.e. if you list a book, note how it was useful)
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 key words
short summaries of key ideas
What is a workshop? 30 The assessment form 106 useful quotations
Creative Arts off campus 31 What to do if you fail 108 bullet-points showing the emerging structure of the assignment that the the iMap is supporting
What are you looking at? 33 (e.g. essay, report)
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Some iMaps play with forms of communication other than the visual or textual, experimenting with
StudyNet38 Further reading 110 physical materials, textures, sound, and so on.
Plagiarism & collusion quiz: Answers 113 How are iMaps made?
Section 3: Modes of Assessment 39 Just as there is no set form for an iMap, there is no set method. However, the following list will give
Research: Getting started 40 you a sense of the possibilities:
iMaps: the research process 45 Hand-made this allows for flexibility, especially if you want to experiment with physical textures,
Doing a literature review 54 incorporate features such as lift-up flaps, raised surfaces, pouches, string, modelled
The academic blog 58 components, scrolls, and so on
Coming up with questions & titles 61 Word, Illustrator, Corel Draw, etc. unless you are very confident in your artistic abilities,
Making notes 64 word processor or structured draw software packages will tend to result in a tidier, more
Writing an essay 65 designed appearance for diagram-based or comic style iMaps
Planning the essay 69 Blog as the record of an enquiry process (see separate section of the Skills Handbook) this can
Writing the essay 70 be a very effective form of iMap, but be aware that its chronological diary nature is quite
Writing a report 73 restrictive in terms of how material is organised
Web pages the potential to link between pages, to link out to other sources, and to combine
The visual essay 79 various forms of media, makes web-based artefacts a potentially rich format for iMaps
The video essay 82
PowerPoint this can be used to produce a good-looking sequential iMap, but it tends to place
46
emphasis on descriptive modes of communication and its linearity (A to B) is a serious
restriction
Flash this provides a very good way of making interactive iMaps, perhaps arranged as content-
rich timelines
Its important, of course, that decisions about form are always influenced by content and not simply
Why emphasise Skills 5 Communicating with the reader 88 by the urge to do something different, fun or easy. No cheap gimmicks in other words!
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Some types of iMap are likely to appeal to particular groups of students (e.g. Model Design students
MAPS: My Active Planning System 10 Referencing92 might feel drawn towards the physical thinking embodied in constructed objects, whereas a
Studyload11 Books94 Interactive Media Design student is more likely to want to explore the possibilities of databases) but
Where to go for help 17 Journal articles 95 always feel free to be creative in your iMapping
Moving image 96
Electronic information 97 A warning: start early and dont fake it!
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 An iMap has to be built up over a period of time: it should never be created retrospectively or at the
Illustrations100 last minute. If you try to do this, you are faking the research process and it is very difficult to fake
Studio practice 27
an iMap! Indeed, faking an iMap well enough to persuade an assessor that it is real will probably
take more time and effort than doing the job properly in the first place!
Creative Arts off campus 31 What to do if you fail 108 Remember: the iMap is an evidence-based approach to the assessment of research practices. Done
What are you looking at? 33 properly, it means that research activities and the development if research skills can be properly
Work experience & placements 35 rewarded.
StudyNet38 Further reading 110 Further reading (not about iMaps, but about visual and physical thinking)
Plagiarism & collusion quiz 111 Ehmann, S (2007) Tactile: High Touch Visuals, Berlin and London: Die Gestalten Verlag.
Hubner, M. (2009) Tangible: High Touch Visuals, Berlin and London: Die Gestalten Verlag.
Research: Getting started 40 Klanten, R. (2008) Data Flow: Visualising Information in Graphic Design, Berlin and London: Die
iMaps: the research process 45 Gestalten Verlag.
Doing a literature review 54 McCandless, D. (2010) Information is Beautiful, London: Collins.
Tufte, E. (1990) Envisioning Information, Cheshire, CT: Graphics Press.
Making notes 64 Tufte, E. (1997) Visual Explanations: Images and Quantities, Evidence and Narrative, Cheshire,
Writing an essay 65 CT: Graphics Press.
Planning the essay 69 Tufte, E. (2006) Beautiful Evidence, Cheshire, CT: Graphics Press.
Writing a report 73 Take 5: some examples of iMaps
Spoken presentations 76 Examples 1-4 were completed for the Traditions and Location (2MMF0019) module, 2010; example
The visual essay 79 5 was completed for the 3D Games Art Degree Essay (3MMF0003), 2009-10.
The video essay 82
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Moving image 96
Making notes 64
Writing an essay 65
Writing the essay 70 Example 1: Kaya Jabar (3D Animation) - details from a large-scale, richly detailed diagrammatic
Writing a report 73 imap, submitted as a pdf
The visual essay 79
The video essay 82
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
Example 2: Faye Ruddick (Character Creation) a playful iMap, presenting research into the culture
of cinematic spectacle
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
Example 3: Jemma Harwood (VFX) - a dynamic iMap, using Prezi (http://prezi.com) to explore
thinking and research about visual effects in cinema. The full iMap can be seen here [last accessed 2
August 2011]
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
Example 4: Jenna Hussey (Screen Cultures and Media Practices) - an interactive iMap, with
embedded video and web links, created using Flash
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73 Example 5: Craig Gardner (Multimedia Design) - a blog-based mapping of research, using Wordpress
Spoken presentations 76 to present a content-rich journal of enquiry. The full blog is available here [last accessed 2 August
The visual essay 79 2011]
The video essay 82
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Moving image 96
Example 6: Jo Wand (VFX) - a successful iMap can be a brilliantly rich, detailed, expansive way of
representing the complexities of effective research, as in this Level 6 (3rd year) example, composed
The academic blog 58 across four interlocking A4 landscape pages
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Doing a Literature Review
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is a literature review?
Skills: An Introduction 4 Getting it right: Correct presentation 87 A literature review is a written text which presents an organised and evaluative overview of the
Why emphasise Skills 5 Communicating with the reader 88 available information in a particular subject area. According to Judith Bell, its aim is to provide a
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 picture... of the state of knowledge and of major questions in the subject (2005: 100).
When might I be asked to write a literature review?
A literature review is usually carried out in preparation for an extended analytical task typically, for
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a PhD thesis, but also for shorter reports, essays, and so on, especially in the final year of a degree
programme.
Moving image 96
Electronic information 97 Why do a literature review? Whats it for?
Section 2: Teaching & Learning Contexts 20 The Internet 98 If its done well, a literature review will:
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Ensure that you dont repeat someone elses work.
Studio crits 28 Academic conduct 102 Provide models for how to conduct your research effectively.
What is a workshop? 30 The assessment form 106 Provide core information that will help your study.
Enable you to locate your proposed study in its context(s).
Work experience & placements 35 Enable you to be critical, reflective and evaluative in your approach to the enquiry process.
StudyNet38 Further reading 110 Critical? Reflective? Evaluative?
Plagiarism & collusion quiz 111 A literature review isnt merely descriptive (e.g. X believed blah, but Y believes bleurrgh) and it isnt
Plagiarism & collusion quiz: Answers 113 a simple listing exercise (e.g. X believed blah. Y believes bleurrgh).
To do its job, a literature review needs to group material together, organise it, make connections,
draw distinctions (e.g. Although Xs claim that blah is the case was influential for many years, it has
iMaps: the research process 45 been treated with increasing scepticism since the late 1990s, when figures such as Y and Z began to
Doing a literature review 54 argue that bleurrgh might be more likely, or even bleurrgh-blah-bleeeeeeek).
Coming up with questions & titles 61 The aim of a literature review is to show your reader (usually your tutor and/or assessor) that you
Making notes 64 have read, understood and evaluated the main published work on a particular topic or question. It
Writing an essay 65 shouldnt be a simple description of what others have written: it needs to show critical reflection and
Planning the essay 69 evaluation in prose, i.e. you dont just say what youve found, but you say why it is important and how
Writing the essay 70 it indicates different views on the topic you are researching.
Writing a report 73
Spoken presentations 76 A literature review is pretty much the same as an essay then?
No, a literature review isnt the same as an essay.
The visual essay 79
The video essay 82
Unlike an essay, a literature review doesnt set out to provide a supported and developed argument
about a particular subject; instead, it provides a critical survey and summary of the available material
on the subject. Think of it as laying the foundations for the more argumentative work that follows.
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In that case, whats actually in a literature review?
This is likely to vary, but think in terms of the following:
An overview of the topic or question, including the definition of key ideas
A categorisation of the works you are reviewing, usually arranged by theme (i.e. different
perspectives on the topic) or type (e.g. books, journal articles)
Why emphasise Skills 5 Communicating with the reader 88 An account of the similarities and differences between the works reviewed (e.g. where they
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 present different arguments or contradictory facts)
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 An indication of how ideas on a topic might have changed over time
A conclusion about which works are going to be most useful to you.
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Moving image 96 What sort of things should a literature review consider?
When you review a piece of work on a topic, think about these kinds of questions:
Section 2: Teaching & Learning Contexts 20 The Internet 98 Who wrote it? What are their qualifications? Do they support their claims, arguments, ideas, etc.,
Newspaper or magazine articles 99 with clear and reliable evidence (e.g. case studies, historical sources)?
When is a lecture not a lecture? 21
Studio practice 27 Illustrations100 Is it objective? In other words, does the author have a particular bias or axe to grind and, if so,
Studio crits 28 Academic conduct 102 does this make his/her view less trustworthy?
What is a workshop? 30 The assessment form 106 Is the work persuasive? Are you convinced by its arguments, its data, etc?
Does it add usefully to your knowledge or is it simply repeating ideas/facts that you already
know?
Further reading 110 Do I need to do referencing for a literature review?
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Yes, of course. This is absolutely essential. Without full and accurate referencing a literature review is
practically meaningless.
Section 3: Modes of Assessment 39 Material in a literature review must be fully referenced using the Author-Date or Harvard System of
Research: Getting started 40 referencing. This means that a literature review must also include a full bibliography of sources.
Doing a literature review 54 See page 92 in this Study Skills Guide for details on the Author-Date/Harvard system.
Coming up with questions & titles 61 What about illustrations?
Making notes 64 A literature review wont usually include illustrations but it might include diagrams, especially if the
Writing an essay 65 subject matter is technical or broadly scientific. This might be more likely in a literature review which
Planning the essay 69 is preparing for a report, but there is no hard and fast rule on this. However, a literature review should
never feature images simply as decoration or visual padding.
Writing a report 73
The visual essay 79
The video essay 82
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How do I do a literature review? Step by step
1. Establish what the topic is and what you need to find out about it.
2. Find materials relevant to the topic from diverse sources (e.g. books, journal articles, web
sources).
Skills: An Introduction 4 Getting it right: Correct presentation 87 3. Evaluate the different materials: which are most significant and useful?
Why emphasise Skills 5 Communicating with the reader 88 4. Show that you understand the most significant and useful materials through analysis and
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 interpretation.
5. Show that you also understand how the different materials relate to each other, how they agree
or disagree, how they form bodies of opinion.
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Where to go for help 17 Journal articles 95 6. Show that you understand why ideas about a topic might not remain the same over time.
Moving image 96
Electronic information 97 Suggested Reading
Section 2: Teaching & Learning Contexts 20 The Internet 98 Bell, J. (2005) Doing your Research Project (4th Edition). Milton Keynes: Open University Press.
Blaxter, L., Hughes, C., and Tight, M. (2010) How to Research. Maidenhead: Open University
Press.
What is a workshop? 30 The assessment form 106 Hunt, A. (2005) Your Research Project. London: Routledge.
What are you looking at? 33 Example 1: extract from a literature review, showing style, tone, layout, etc.
Work experience & placements 35 The origins of narrative theory can be traced at least as far back as Aristotle in the 4th century BC
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 (Dorsch 1965) where he describes the ideal narrative as having a unity of time, place and action;
Further reading 110 where all action happens in the same location, in real time and moves toward a logical conclusion,
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with few or no sub-plots. The relationship between computer games and narrative has been explored
intensely, with recent academics suggesting technology enhances storytelling and vice-versa; where
representational worlds are interactive... how people find the edges of the universe... is a central
Section 3: Modes of Assessment 39 issue in design (Laurel 1993:67). For the game and conveyed narrative to remain effective, it is
Research: Getting started 40 of great importance that the game worlds are places with stories ground into the dirt and mixed
iMaps: the research process 45 into the water and bricked into the walls (Herz 1997:153). Murray (1998) argues computer games
Doing a literature review 54 provide a platform for interactive tales with a versatile narrative structure.
Coming up with questions & titles 61 According to Espen Aarseth (1997), players must undertake co-ordinated mental and physical effort
Making notes 64 in order to progress through the computer games narrative; it is therefore a Cybertext. A Cybertext
Writing an essay 65 is a text which contains a feedback loop (Aarseth 1997:1); its topological structure forces the
Planning the essay 69 user to make decisions and advances the plot in return. Computer games offer a new platform for a
story to be explored, and not simply read (Landow 1992, Joyce 1995, Poole 2000, Manovich 2001,
Johnson 2005, Simons 2007). The user is therefore able to fabricate their own story and therefore a
Writing a report 73
lack of linearity in narrative structure is not necessarily a negative. The player of a game is invited
Spoken presentations 76 to take control of the narrative, it acts like a construction kit: it throws lexia at the reader, one at a
The visual essay 79 time, and tells her: make a story with this (Ryan 2001). The distinction between teller and listener
The video essay 82 is becoming progressively blurred and it is for this reason that Lev Manovich (2001) believes the
computer has become the perfect medium for exploring and developing a narrative in a way which
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the user can control devoid of limitation. This application of narrative concepts to computer games
has become known as narratology.
Example 2: bibliography (relating to the above extract)

Section 1: Skills 3 Section 4: Presentation & Communication 86 Aarseth, E. (1997) Cybertext: Perspectives on Ergodic Literature. Baltimore, MD: The John Hopkins
Skills: An Introduction 4 Getting it right: Correct presentation 87 University Press.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Dorsch, T.S. (1965) Aristotle, Horace, Longinus: Classical Literary Criticism. Harmondsworth: Penguin
Books.
Herz, J.C. (1997) Joystick Nation. London: Abacus.
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Where to go for help 17 Journal articles 95 Johnson, S. (2005) Everything Bad is Good for You: How Todays Popular Culture is Actually Making
Moving image 96 us Smarter. New York, NY: Penguin Books.
Section 2: Teaching & Learning Contexts 20 The Internet 98 Joyce, M. (1995) Of Two Minds: Hypertext, Pedagogy, and Poetics. Ann Arbor, MI: University of
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Michigan Press.
Studio crits 28 Academic conduct 102 Landow, G.P. (1992) Hypertext 2.0: The Convergence of Contemporary Critical Theory and
What is a workshop? 30 The assessment form 106 Technology. Baltimore, MD: The Johns Hopkins University Press.
Laurel, B. (1993) Computers as Theatre. Boston, MA: Addison Wesley Professional.
Manovich, L. (2001) The Language of New Media, Cambridge, MA: The MIT Press. Available at:
http://andreknoerig.de/portfolio/03/bin/resources/manovich-langofnewmedia.pdf [Accessed on 20th
StudyNet38 Further reading 110 April 2010]
Plagiarism & collusion quiz: Answers 113 Murray, J. (1998) Hamlet on the Holodeck: The Future of Narrative in Cyberspace. New York, NY: The
Section 3: Modes of Assessment 39 Free Press.
iMaps: the research process 45 Poole, S. (2000) Trigger Happy: Videogames and the Entertainment Revolution. New York, NY: Arcade
Doing a literature review 54 Publishing.
Coming up with questions & titles 61 Ryan, M-L. (2001) Beyond Myth and Metaphor - the Case of Narrative in Digital Media, Game
Studies: the international journal of computer game research. 1:1. At http://www.gamestudies.
Making notes 64
org/0101/ryan/ [Accessed on 9th February 2011]
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 The Academic Blog
Section 1: Skills 3 Section 4: Presentation & Communication 86 In the School of Creative Arts, learning contexts and specific assignments sometimes require
Skills: An Introduction 4 Getting it right: Correct presentation 87 students to document the stages of inquiry, alongside the development of practical and/or written
Why emphasise Skills 5 Communicating with the reader 88 projects.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Good documentation will show:
MAPS: My Active Planning System 10 Referencing92 your research, analysis and evaluation of relevant topics, artefacts, sources and practitioners
Studyload11 Books94 your planning process and time-management skills, including a clear sense of progression
your developing knowledge of technical processes
Moving image 96
Electronic information 97 ongoing reflection on, and evaluation of, your work
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 An efficient and practical way to handle this process is to maintain an individual online blog
Studio practice 27 Illustrations100 throughout the project. Sometimes you will be asked to create blog or perhaps contribute to a
Studio crits 28 Academic conduct 102 group blog as part of assessment.
Creative Arts off campus 31 What to do if you fail 108 What is a blog?
A blog, short for web log, is a special type of web page an online journal but with unique
characteristics that set it apart from regular web pages. Blogs are made up of multiple journal entries
listed in reverse chronological order that include a title, a date, and time stamp.
StudyNet38 Further reading 110 The formatting and layout is arranged by an online engine but you can usually personalise your site
Plagiarism & collusion quiz 111 by changing the template used.
Section 3: Modes of Assessment 39 Blogs are easy to set up and maintain, and can include text, images and embedded media (video,
Research: Getting started 40 etc.). One of the real advantages of this kind of journal is that hyper-linking can be used to connect
iMaps: the research process 45 your ideas directly with other sources online.
The academic blog 58 Blog engines are generally free and require simple registration. Popular examples include:
Coming up with questions & titles 61 Wordpress at http://wordpress.com
Making notes 64 Google Blogger at http://blogger.com
Writing an essay 65
Typepad at http://www.typepad.com
Writing the essay 70 Bloglines at http://www.bloglines.com
Writing a report 73 Elgg at http://elgg.org/
The visual essay 79 There is also a blog function in your personal portal in StudyNet but it wont reach the big wide world,
The video essay 82 only UH. But it can be a good way to put your toe in the water.
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How do I start blogging?
1. Go to one of the available free blogging sites
2. Provide the necessary information requested (user name, password, etc.)
Section 1: Skills 3 Section 4: Presentation & Communication 86 3. Create a title for your blog
4. Accept terms and select a template
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 5. Publish!
MAPS: My Active Planning System 10 Referencing92 What makes a good academic blog?
Studyload11 Books94 A good blog will have a personal voice and will provide rich insights into research processes, project
Where to go for help 17 Journal articles 95 development, and so on. Aim for something which:
Moving image 96 gets to the point
Electronic information 97 has a good clear structure, easily navigated, using strong titles and indexing of key terms and
Section 2: Teaching & Learning Contexts 20 The Internet 98 ideas
is punchy, vivid, charismatic, relaxed and interesting (a good read!)
Studio crits 28 Academic conduct 102 is varied and lively in its presentation of ideas, using words, images (found, scanned, created),
What is a workshop? 30 The assessment form 106 diagrams, video, and clearly labelled links to other web sources
Creative Arts off campus 31 What to do if you fail 108 shows you thinking as well as describing, reflecting on ideas, thoughts, experiences (e.g. films
What are you looking at? 33 seen, TV programmes watched, games played, people met, conversations had, exhibitions
Work experience & placements 35 visited, books read, technology encountered, news noted, events happening)
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 uses accurate grammar and spelling, avoiding short-cuts like txt spk and the use of lower case I
Plagiarism & collusion quiz 111 uses an accurate and consistent academic referencing style to source materials (see Skill Guide
Plagiarism & collusion quiz: Answers 113 notes on referencing using Harvard)
Section 3: Modes of Assessment 39 comes back to topics to show developing thought
iMaps: the research process 45 Some examples of blogs
Doing a literature review 54 Reema Senguptas Study Blog http://reemasenguptacmp.wordpress.com/
Marisa Harveys CMP Blog http://maresaharveycmp.wordpress.com/
Making notes 64 Johan Flybrings CMP Blog http://johanflybringcmp.wordpress.com/
Writing an essay 65
Planning the essay 69 Further information
Writing the essay 70 There are many books which cover the wider practice of blogging. Useful insights and technical
Writing a report 73 guidance can be gained from reading these, but remember that you will be creating blogs as part
Spoken presentations 76 of your studies as a way of recording and reflecting on the processes behind particular pieces of
The visual essay 79 academic work.
The video essay 82 Castro, E. (2005) Publishing a Blog with Blogger, Berkeley, CA: Peachpit Press.
McBride, N & Cason, J. (2006) Teach Yourself Blogging, London: Teach Yourself.
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Miller, M. (2006) Blogging with the New Google Blogger, Indianapolis, IN: Que, 2006.
Walsh, B. (2007) Clear Blogging: how people blogging are changing the world and how you can
join them, New York, NY: Apress.
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Coming Up With Questions and Titles
Section 1: Skills 3 Section 4: Presentation & Communication 86 At various times during your studies especially in your second and third years you will be asked
Skills: An Introduction 4 Getting it right: Correct presentation 87 to come up with your own questions for research projects, seminar presentations, essays, and so on.
Why emphasise Skills 5 Communicating with the reader 88 This is a challenge which you might find either exciting or terrifying. Either way, the following notes
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 should help you.
Why is a title important?
In some ways, the title might be thought of as the DNA of your work: it contains the blueprint. It is
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not true that a reader should be able to recreate your work from the title alone (otherwise why do
anything else?), but they should be able to get a sense of the general direction, shape and tone of it.
Moving image 96
Electronic information 97 A good title:
is the first point of contact for your reader or audience (and first impressions last!)
Studio practice 27 Illustrations100 indicates both the subject of the work (what are you going to discuss?) and the methodology
Studio crits 28 Academic conduct 102 (how are you going to discuss it?)
What is a workshop? 30 The assessment form 106 provides a constant reference point for you during the process of your work (Am I doing what I
Creative Arts off campus 31 What to do if you fail 108 set out to do? Am I wandering off the subject?)
Work experience & placements 35 A good title will show knowledge and confidence, a bad one will reveal that you are vague and
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 unfocused. A bad essay very rarely has a good title. A strong, thoughtful seminar presentation will
StudyNet38 Further reading 110 almost always have a strong, thoughtful question behind it.
Plagiarism & collusion quiz: Answers 113 Think about the different between this:
Aesthetic Pragmatism: what is the relationship between form and function in
contemporary web design?
iMaps: the research process 45 And this:
Doing a literature review 54 Discuss the impact that technology has on society.
Coming up with questions & titles 61 If you can tell which of these is the better title, then you should be able to write good titles of your own.
Making notes 64
Writing an essay 65 What makes a good title?
Planning the essay 69 A good title has a balance of authority (detail) and charisma (style). When coming up with your final
Writing the essay 70 title, think about the following:
Writing a report 73 Does your title suggest subject knowledge (specialist vocabulary, etc.)?
Spoken presentations 76 Does it suggest confidence?
The visual essay 79
The video essay 82 Is it interesting?
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You will know the basic questioning words available to you in English What? When? Why? Where?
How? Who? but it is important to recognise that some of these will be more useful to you than
others, or perhaps differently useful. So:
A question beginning with when or who is likely to be closed, i.e. it requires a definite,
Section 1: Skills 3 Section 4: Presentation & Communication 86 verifiable, factual answer
A question beginning with why or how might be considered more open, i.e. the answer is likely
Why emphasise Skills 5 Communicating with the reader 88 to be a matter of informed opinion and argument
The first of these is important but will only provide material for a limited amount of an essay or
MAPS: My Active Planning System 10 Referencing92 presentation, usually the introductory aspects (e.g. definitions, dates, background). The second will
Studyload11 Books94 furnish the bulk of a discussion because it points to where the debate should take place.
Where to go for help 17 Journal articles 95 There are a number of other words and phrases which you might find useful in framing a title: In
Moving image 96 what ways? To what extent....? How far do you agree/ disagree? Discuss Explain Show
Electronic information 97 Demonstrate Consider Account for
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Types of question
Studio practice 27 Illustrations100 The most basic form of title simply asks a question:
What is a workshop? 30 The assessment form 106 To what extent does contemporary character design show the influence of
What to do if you fail 108 postmodernism?
Creative Arts off campus 31
A good way of framing a title is to find a striking quotation and use this as a prompt:
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 We are all cyborgs now. (Donna Haraway) Account for this viewpoint and consider its
StudyNet38 Further reading 110 relevance to the work of 21st century artists.
Plagiarism & collusion quiz: Answers 113 Alternatively, you might use a colon (:) as a hinge between a charismatic main clause and a more
Section 3: Modes of Assessment 39 descriptive second clause:
iMaps: the research process 45 The Model is the Message: Marshall McLuhans theories of media and the aesthetics
Doing a literature review 54 of CGI.
What is a working title?
In most cases, your title wont need to be finalised until shortly before submission or presentation.
Making notes 64
A working title is essential, though, because it gives you a point of reference and something to talk
Writing an essay 65 around with tutors and peers. A working title:
tends to be longer, clumsier, and less interesting than the finished article
Writing a report 73 often shows all the wiring, i.e. detailed aims, processes, and so on
Spoken presentations 76 changes as your research develops and your focus shifts
The visual essay 79
The video essay 82 So, your working-title might be something like this:
An examination of how the relationship between design and engineering are associated
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with the culture of production in determining the manufactured artefact with some
reference to theories of semiotic analysis and the ideas of Jean Baudrillard.
In other words, dry as dust, rather long-winded, and grammatically dodgy. Your final version,
Section 1: Skills 3 Section 4: Presentation & Communication 86 however, might be:
Why emphasise Skills 5 Communicating with the reader 88 Objects and Objections: design, engineering and the theories of cultural production.
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Making notes
Section 1: Skills 3 Section 4: Presentation & Communication 86 First, make a careful note of the full bibliographic details which you will need later to compile
Skills: An Introduction 4 Getting it right: Correct presentation 87 your bibliography (see the section Referencing on page 92). Then, every time you make a note,
Why emphasise Skills 5 Communicating with the reader 88 write down the page number. This is essential, for you will need to make accurate references to
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 information sources in your essay (see section on footnotes and references). It is much easier to do
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 this as you read, rather than frantically hunting for page numbers as you write your essay.
Not everyone makes notes on paper. Some people prefer to use a tape recorder to speak their
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notes into. Or you could photocopy the text, which is useful if you want to make further notes in the
margins. You may also want to highlight key passages in the text. Whatever method of note-taking
Moving image 96 you use, make sure that you distinguish clearly between direct quotations, and summaries of data
Electronic information 97 or ideas made in your own words, otherwise you may be accused of plagiarism (see Plagiarism and
Section 2: Teaching & Learning Contexts 20 The Internet 98 Collusion). Put quotations in quotation marks like this. It is not a good idea to download chunks of
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 online materials straight into your essay draft.
Studio crits 28 Academic conduct 102 As you read a text, keep your essay topic at the forefront of your mind and try not to be sidetracked.
What is a workshop? 30 The assessment form 106 Keep asking yourself is this relevant? and what use could I make of it to help me fulfill
Creative Arts off campus 31 What to do if you fail 108 the essay brief? Make use of a books contents list and index to help you find relevant material,
What are you looking at? 33 rather that trying to read the book from cover to cover.
Pay particular attention to points that you agree and disagree with. These will provide good
discussion material for your essay. Also, if a writer makes a point that another writer disagrees
with, make a cross-reference linking both points because it will benefit your essay if you can make
Plagiarism & collusion quiz 111 interesting comparisons.
Section 3: Modes of Assessment 39 When you have finished reading a piece of text, take time to go over the points that were made, to
Research: Getting started 40 make sure you understand them. Check that the notes you made are easy to read and that they
iMaps: the research process 45 make sense. Be sure to file your notes systematically. A well ordered file will become a good base
Doing a literature review 54 from which to structure your essay.
Coming up with questions & titles 61 When you use the LRC or another library, be considerate of others: never make notes in books, or
Making notes 64 mark them in any way. If you find it useful to make margin notes, photocopy the relevant parts for
your own record. A library is a shared resource which requires responsible behaviour. Do not hoard
Writing an essay 65
books you do not need, and return books as soon as you have finished with them.
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Writing an essay
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is an essay?
Skills: An Introduction 4 Getting it right: Correct presentation 87 The word essay comes from the old French essai, meaning trial, attempt, effort. This might
Why emphasise Skills 5 Communicating with the reader 88 seem rather appropriate. After all, essays are an effort, as anyone who has ever written one will
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 know. But they might be a different kind of effort to the one that they are often associated with. They
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 are a trial, for sure, but if they are done in the right spirit, they might be seen as a trial of ideas and
imagination, rather than a trial of endurance, commitment and sanity.
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So, to essay something is to test, to weigh, to try out, to challenge
The notion of an essay as a piece of writing on a particular subject begins with the work of a French
Moving image 96 writer called Michel de Montaigne (153392), who published his first book of essays in 1580. These
Electronic information 97 had been written, it seems, partly to compensate for the death of a good friend, with whom he had
Section 2: Teaching & Learning Contexts 20 The Internet 98 enjoyed many evenings of lively discussion. In a sense, Montaignes essays were attempts to carry
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 out arguments with himself, to exercise his brain, to think things through. The personal tone of
Studio practice 27 Illustrations100 Montaignes essays is something which is often discouraged in modern academic essay writing, but
Studio crits 28 Academic conduct 102 the importance of wrestling with ideas and carrying out an argument remains.
Creative Arts off campus 31 What to do if you fail 108 What is a good essay?
What are you looking at? 33 Here are three key things that you should remember when writing an essay:
Work experience & placements 35 An essay is not a report
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Make sure that you focus on analysis and debate, not the literal reporting of facts.
StudyNet38 Further reading 110 Stick to the brief
Plagiarism & collusion quiz 111 Your essay must meet the specific requirements of your chosen brief. A topic that is
Plagiarism & collusion quiz: Answers 113 relevant to the module as a whole may not necessarily meet the specific brief, so make
Section 3: Modes of Assessment 39 sure that you read the brief carefully and understand what it requires of you.
Research: Getting started 40 Research first
iMaps: the research process 45 You will not be able to plan and write a good essay unless you have explored the subject
Doing a literature review 54 thoroughly, which includes looking at a range of other texts.
Coming up with questions & titles 61 Essential aspects of good essay writing are:
Making notes 64 Relevance to the brief
Writing an essay 65 Make sure that every paragraph clearly contributes to the aims laid out in the brief, and
Planning the essay 69 that your conclusion responds directly to your stated aims.
Evidence of appropriate research
Writing a report 73
It is a good idea to refer directly to source texts. Make sure you choose sources that
Spoken presentations 76 are appropriate academic texts such as journal articles and books. The reading list is a
The visual essay 79 good place to start. Remember to reference all sources.
The video essay 82
Evidence that you understand and make appropriate use of source materials
Show that you understand the texts that you have read. Demonstrate how they are
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relevant to your aims, and how they relate to other texts on the same subject.
Adherence to appropriate essay conventions, including:
Presentation/formatting, referencing, properly captioned illustrations.
Section 1: Skills 3 Section 4: Presentation & Communication 86 Good communication
Skills: An Introduction 4 Getting it right: Correct presentation 87 Use a spellchecker and grammar checker (available in Microsoft Word). Use formal
Why emphasise Skills 5 Communicating with the reader 88 English, and avoid chattiness, slang, and vague subjective words like boring and
fantastic.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Structure
MAPS: My Active Planning System 10 Referencing92 Begin with an introduction and end with a conclusion. Make sure that your paragraphs
Studyload11 Books94 flow logically from one to the next. Present your arguments prominently.
Where to go for help 17 Journal articles 95 Clear arguments
Moving image 96 Make reasoned arguments in response to your research. Make sure your arguments are
Electronic information 97 appropriately conceptual and analytical, and that they are presented clearly.
Understanding of contexts
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Show that you understand the broader context of your arguments, and their wider
Studio practice 27 Illustrations100 implications. Demonstrate a knowledge of how your essay topics are relevant to the
Studio crits 28 Academic conduct 102 wider field of art, design or media practice and criticism.
Providing analysis
This might mean critically evaluating selected artefacts, products, films or architecture,
What are you looking at? 33 for example, or the work of a practitioner, and supporting every point you make with
Work experience & placements 35 good quality criticism by respected experts. The bulk of your essay therefore will be
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 analysis, and you should plan with this in mind.
Plagiarism & collusion quiz 111 Things to avoid include:
Writing historical essays
Section 3: Modes of Assessment 39 You need to provide some basic factual information and a sense of the context of your
Research: Getting started 40 topic, but keep it short and only include what is relevant to the question. A technical
iMaps: the research process 45 account of CGI is not relevant to the relationship between fantasy film and social change
Doing a literature review 54 in the 21st century, for example. Dont include information just because you have it!
A heavily biographical approach
Coming up with questions & titles 61 It might be interesting to know that F.W. Murnau liked to paint his earlobes with bats
Making notes 64 blood, or that Peter Jackson keeps a family of rare insects in his beard but are these
Writing an essay 65 facts really relevant to the work?
Generalisation and waffle
Focus on specific aspects of the examples you discuss, and concentrate on criticism,
Writing a report 73
analysis, evaluation, interpretation, argument, rather than simple survey and description.
The visual essay 79 Relying on what you already know
The video essay 82 If you dont research and build your knowledge and understanding, you will not write a
successful essay.
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Plagiarism
Plagiarism is the attempt to present another persons work as your own. At best it is
a sign of bad practice, at worst it is cheating and deception. It is avoided by following
good practices of note-taking and adhering to academic conventions of quotation,
Section 1: Skills 3 Section 4: Presentation & Communication 86 referencing and bibliography. (See sections on Referencing and Academic Conduct)
Why emphasise Skills 5 Communicating with the reader 88 Doing the groundwork: preparing to write your essay
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Tackling an essay at degree level means doing some initial planning and developing habits of good
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 practice. In the long run this will save you time and improve the quality of your essay. Before we look
MAPS: My Active Planning System 10 Referencing92 in detail at planning your essay, there are some key things you can do to help yourself:
Studyload11 Books94 Read the brief and/or essay question
Where to go for help 17 Journal articles 95 If there is a selection of questions to choose from, you must discuss this choice with
Moving image 96 your tutor. Not all questions suit everyone! Similarly, if you are coming up with your own
Electronic information 97 question, you need to talk this over with your tutor.
Section 2: Teaching & Learning Contexts 20 The Internet 98 Attend every session
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Even if you dont think that it is directly relevant to your essay, you need to be there to
Studio practice 27 Illustrations100 understand the broader context of your topic and what is required of an essay at this
Studio crits 28 Academic conduct 102 level. It is impossible for a student with poor attendance to write a good essay. If you fail
What is a workshop? 30 The assessment form 106 your essay and your attendance is poor you may have to repeat the whole course next
What to do if you fail 108 year in addition to your other work dont risk it!
What are you looking at? 33 Use Studynet and check your email regularly
Work experience & placements 35 The module website contains lots of information, including the module booklist and
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 lecture notes. Email is likely to be your tutors only way to contact you, so if
StudyNet38 Further reading 110 you dont check it you will miss important information.
Plagiarism & collusion quiz 111 Manage your time and dont leave it all until the last minute!
Plagiarism & collusion quiz: Answers 113 Students are expected to start planning and researching their essay topic immediately.
Section 3: Modes of Assessment 39 Working backwards from the submission date, you should allow:
Research: Getting started 40 1 week to proofread, format, present, print and bind your essay
iMaps: the research process 45 1-2 weeks to write it (Levels 4 and 5)
Doing a literature review 54 3-4 weeks to read and research the topic and plan the essay
The academic blog 58 As you can see, this takes you almost to the beginning of your module. So, dont put it
off
Making notes 64 Make use of tutorials and other offered support (e.g. dyslexia support)
Writing an essay 65 Tell your tutor at once if theres a problem
Planning the essay 69 S/he cant help you if you dont!
Back it up (and then back up the back-up!)
Writing a report 73
Back everything up regularly and make sure you print a hard copy at every stage. Use
the UH U-drive or Googledocs remote storage to store your work as well as a memory
The visual essay 79 stick or CD.
The video essay 82
Use the Skills Guide
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Two key ideas: argument and critical analysis
Core to successful essay writing (and to other kinds of academic work as well) are the concepts of
argument and critical analysis. Tutors will often talk about these, and they tend to feature prominently
in assignment briefs, learning outcomes, assessment criteria and feedback on work. So, what are
Section 1: Skills 3 Section 4: Presentation & Communication 86 they? Here are some notes:
Why emphasise Skills 5 Communicating with the reader 88 Argument
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 An essay must develop a line of argument. This is likely to be formed from a series of smaller
arguments, each of which should contribute to meeting the aims set out in the brief. An argument is
a discussion based on evidence which is intended to make a particular case clearly and persuasively.
It should be:
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Journal articles 95 Informed by research
Respond directly to source texts and artefacts. Dont present an argument as if it is
Moving image 96
personal opinion.
Section 2: Teaching & Learning Contexts 20 The Internet 98 Fair/Balanced
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Consider alternative perspectives, even (especially!) if you are going to argue for a
Illustrations100 particular case.
Studio practice 27
Studio crits 28 Academic conduct 102 Supported by evidence
What is a workshop? 30 The assessment form 106 Without evidence, your argument will come across as speculation and waffle.
Creative Arts off campus 31 What to do if you fail 108 Based on critical analysis
Work experience & placements 35 Critical Analysis
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 When you present an artefact (artwork, media artefact, etc.) or text, you should not simply describe
StudyNet38 Further reading 110 it. Dont accept it at face value. You should explore its meaning and contexts, and show its particular
Plagiarism & collusion quiz 111 significance to your essay. The question to ask is not so much what the thing is but why it is what it is.
Consider the following:
Research: Getting started 40 What does it tell us?
Does it reveal anything about its subject or a wider context?
Doing a literature review 54 What ideas does it represent?
The academic blog 58 What philosophies, opinions, beliefs, prejudices, etc. underlie the artefact?
Coming up with questions & titles 61 What are the artists/authors motives?
Making notes 64 Why did (s)he create it, and what message did (s)he intend to communicate?
Writing an essay 65
Audience response
How might difference audiences react to the artefact?
Writing a report 73 What is the wider context?
Spoken presentations 76 Does the artefact reflect a particular movement? Does it respond to anything that has
come before?
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Planning the essay
Section 1: Skills 3 Section 4: Presentation & Communication 86 An essay always needs a plan. Never be tempted to write off the top of your head: it wont work.
Skills: An Introduction 4 Getting it right: Correct presentation 87 Even the most experienced essay writers plan before they write. Without a plan, an essay will be
Why emphasise Skills 5 Communicating with the reader 88 loose, vague, shapeless and full of waffle.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 There are a number of ways to plan an essay. Some people like a visual or diagrammatic form,
others prefer a written version. You will need to experiment to discover the method that suits you best.
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Writing the essay
Section 1: Skills 3 Section 4: Presentation & Communication 86 Every essay needs a clearly defined introduction and conclusion. These are the frame of the essay
Skills: An Introduction 4 Getting it right: Correct presentation 87 and contain the main text. An essay without either of these elements is unfinished, incomplete and
Why emphasise Skills 5 Communicating with the reader 88 very unlikely to pass.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 The essential rules of essay writing are:
MAPS: My Active Planning System 10 Referencing92 1. Say what you are going to say (introduction)
Studyload11 Books94 2. Say it in a way that is supported by evidence of research (main text)
3. Say what you have said! (conclusion)
Moving image 96
The Internet 98 Introduction: This essay will examine the impact of De Stijl on Modernist design and architecture...
Section 2: Teaching & Learning Contexts 20
The introduction expands on the question and explains your approach to the reader. It should:
Academic conduct 102 Clarify the scope of the essay in relation to the question
Studio crits 28
What is a workshop? 30 The assessment form 106 Outline focus, scope, aims and limitations
Creative Arts off campus 31 What to do if you fail 108 Define key terms
You might want to divide your essay into chapters or sections after the introduction; do not use
Work experience & placements 35 Background or Analysis as titles but break up these longer sections with your own headings.
StudyNet38 Further reading 110 Background: Martin Parrs approach was formed from a young age by photographing everyday
Plagiarism & collusion quiz 111 scenes such as his local chip shop...
Section 3: Modes of Assessment 39 A background section is not strictly required but it forms a useful transition between the introduction
Research: Getting started 40 and the analysis. You could include:
iMaps: the research process 45 Factual information definition/description, biography (if discussing a person very short and
Doing a literature review 54 containing only material relevant to the question!), achievements, exhibitions, historical facts
The academic blog 58 Influences peers, theoretical movements
Making notes 64 Context social, cultural, political, economic, artistic, personal
Writing an essay 65
Planning the essay 69 These last two might be integrated within the analysis.
Analysis: Textile technology has been most comprehensively explored by Issey Miyake....
Writing a report 73
Analysis unpicks and explores in depth the subject of the question. This might be the work of an
The visual essay 79 artist, the impact of a technology on art, design or music, the application of theory to practice,
The video essay 82 or a single product, building or media form. Your essay plan will be essential here to order your
arguments so that they follow each other logically.
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In your analysis you should observe the following:
Address the main point and key concerns of the title immediately
Depth not breadth! A good essay demonstrates thorough and finely focused research, not broad
vague generalisations
Skills: An Introduction 4 Getting it right: Correct presentation 87 Analyse examples in depth, providing support for your arguments with evidence from your high
Why emphasise Skills 5 Communicating with the reader 88 quality sources. Analysis goes beyond description and asks why and how
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Evidence may be directly quoted or paraphrased; both of these approaches need a reference
Do not use any unsupported personal opinion in an academic essay. Everything has to be
supported by evidence!
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Where to go for help 17 Journal articles 95 Question your sources, and where possible produce an alternative viewpoint
Moving image 96 Dont let your quotations speak for you; introduce each one and comment on it. Dont use them
Electronic information 97 to express an idea you dont quite understand!
Check that your analysis has covered every aspect of the question
Academic conduct 102 Conclusion: It is plain from the findings of this study that games graphics have earned their place as
Studio crits 28
a contemporary art form...
Your conclusion should leave the reader with a clear sense of the essay and its main points. Do not
What are you looking at? 33 introduce any new material at this stage. Instead, you should:
Return to your title and explain how you have addressed it
StudyNet38 Further reading 110 Review your argument, summarising the key points
Plagiarism & collusion quiz 111 Check and confirm that your aims and objectives from the introduction have been achieved.
Section 3: Modes of Assessment 39 Before you let go: final checks before submission
Research: Getting started 40 Leave yourself plenty of time for last minute snags, for example realising that there is a part of the
iMaps: the research process 45 question you havent answered, or that you have forgotten to add your references.
The academic blog 58 Read through this checklist at the latest one week before submission.
Making notes 64 The final checklist: have you?
Writing an essay 65 read the brief and/or essay question again to ensure you fully answered it?
Planning the essay 69 printed 2 copies?
provided full details on the cover page of both copies: essay title and number, your name, your
Writing a report 73
programme, the module name and code and the date?
The visual essay 79 checked essay length? (+/- 10% is permitted)
The video essay 82 downloaded and completed the self-assessment form? This is part of the assessed task
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included your bibliography with the correct minimum number of sources?
read the Skills Handbook again to check you have formatted your essay correctly?
double spaced your 12pt. text?
Section 1: Skills 3 Section 4: Presentation & Communication 86 numbered the pages?
Why emphasise Skills 5 Communicating with the reader 88 spell-checked and proof-read your essay?
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 referenced both quotations and summarised ideas?
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 put quotations, bibliography and references in the right format?
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Yes? Then hand it in and walk away with a smile on your face
Moving image 96 Notes on printing: 3 things to remember
1. Printers are especially sensitive to student stress and will instantly break down or run out of ink
and/or paper when you have only ten minutes to print before the submission time
Studio practice 27 Illustrations100 2. There are always long queues on submission day for LRC printers: be smart and print early!
Studio crits 28 Academic conduct 102 3. Remember that you will usually need to submit two identical copies
Creative Arts off campus 31 What to do if you fail 108 Some guides to essay writing
What are you looking at? 33 Barrass, R. (1995) Students Must Write: a Guide to Better Writing in Coursework and
Work experience & placements 35 Examinations, London: Routledge.
Clanchy, J. & Ballard, B. (1998) How to Write Essays: a practical guide for students,
Melbourne: Longman.
Plagiarism & collusion quiz: Answers 113 Cottrell, S. (2008) The Study Skills Handbook, Basingstoke: Palgrave Macmillan.
Section 3: Modes of Assessment 39 Greetham, B. (2008) How to Write Better Essays, Basingstoke: Palgrave Macmillan.
Mann, S. (2011) Study Skills for Art, Design and Media Students, Harlow: Longman.
Doing a literature review 54 Northedge, A. The Good Study Guide, Milton Keynes: The Open University, 2005.
The academic blog 58 Soles, D. (2005) The Academic Essay: how to plan, draft, revise and write essays, Abergele:
Coming up with questions & titles 61 Studymates.
Making notes 64
Gordon Taylor, The Students Writing Guide: for the Arts and Social Sciences. Cambridge:
Writing an essay 65
Cambridge University Press.
Writing the essay 70 i-Spy bite-size tutorials on research and planning skills, in Learning Resources on the top left-
Writing a report 73 hand of the tool-bar on your StudyNet portal, or follow this link (you will need to log in):
Spoken presentations 76 http://www.studynet1.herts.ac.uk/ptl/common/LIS.nsf/lis/ispy
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Writing a report
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is a report?
Skills: An Introduction 4 Getting it right: Correct presentation 87 A report is a formal way to document an enquiry and the lessons which should be learnt from it. It is
Why emphasise Skills 5 Communicating with the reader 88 an objective account of a real-world situation, process or event, which draws conclusions based on
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 evidence and then makes a set of recommendations based on these findings. Reports are always
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 written after a situation or event has happened, but they try and suggest lessons for the future. A
report is a document about a certain aspect of the world which provides reasons for the reader to
take a particular course of action.
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All reports need to tell the reader:
Moving image 96
Why an enquiry was carried out
Section 2: Teaching & Learning Contexts 20 The Internet 98 How it was done
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 What was found
Academic conduct 102 The actions which should happen in the future
Studio crits 28
Creative Arts off campus 31 What to do if you fail 108 What are reports for, where are they used?
Reports are widely used in academia, government and also commercially: wherever people are trying
to decide what to do about something or want to find out how successful a particular course of
action or process has been (i.e. an evaluation). An example is the recent investigation into concerns
about young peoples access to the internet and video games: Safer Children in a Digital World
StudyNet38 Further reading 110 (Byron 2008).
Plagiarism & collusion quiz: Answers 113 Planning a report
Section 3: Modes of Assessment 39 There are 5 steps to planning a successful report: -
Research: Getting started 40 1. Identify what your objective is:
iMaps: the research process 45 Read the brief carefully to find out exactly what you are supposed to consider. You then need
Doing a literature review 54 to think of a single sentence which will summarise what you hope to achieve with your report
The academic blog 58 e.g. This report will compare the strategies of Apple and Google in promoting their mobile
Coming up with questions & titles 61 phone platforms and seek to identify principles for future market success.
Making notes 64 2. Identify and locate your evidence:
Writing an essay 65 Think about what the facts of the situation are and how much you will need to tell your intended
Planning the essay 69 reader. What evidence will you provide and how will you locate it? Evidence can be all sorts of
Writing the essay 70 things depending on your subject: a project diary, facts and figures from trade organisations,
Writing a report 73 different peoples memories of how something happened, newspaper articles or research
Spoken presentations 76 findings. Reports in the arts and social sciences are usually based on secondary evidence this
The visual essay 79 means you would not be expected to go and do your own research; instead, you will take
The video essay 82 evidence from others who have done the research. However, an important part of writing reports
is making judgements about the quality of the evidence you are given (or find) this will affect
how much weight you give the evidence in reaching your conclusions.
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3. Once you have your evidence, you will need to organise it so that it makes sense when you
present it to the reader. Think about both what they will need to know and also what is not
central to your decision-making process; if its not needed, leave it out! Once you have an order,
see if you can present some of your data using tables or bullet points. Short is always good in a
Section 1: Skills 3 Section 4: Presentation & Communication 86 report!
Skills: An Introduction 4 Getting it right: Correct presentation 87 4. Review your evidence and check that it leads to your conclusions about what happened and why.
Why emphasise Skills 5 Communicating with the reader 88 Think about the chains of reasoning you will use, the logical steps to get from the facts you
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 present to your conclusions.
5. From your conclusions, you should be able to make some recommendations; these are
MAPS: My Active Planning System 10 Referencing92 suggestions for the future either for you or for others.
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Writing a report style
Moving image 96
Reports are always written in a highly structured way and are intended to be concise and clear.
Electronic information 97 The text is divided up into sections (see below) which are always given headings. The text is written
Section 2: Teaching & Learning Contexts 20 The Internet 98 in a series of short paragraphs made up of short sentences. You may be asked to number your
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 paragraphs this is so that references to text in reports are easy to make. In your text, you may use
Studio practice 27 Illustrations100 bullet points, lists, tables, graphs and illustrations whenever they will help you make your points more
Studio crits 28 Academic conduct 102 concisely.
Creative Arts off campus 31 What to do if you fail 108 Reports are usually written in the third person (so do not use I; to refer to yourself use the author)
What are you looking at? 33 and use short, direct language; remember that you are trying to present what happened in the
Work experience & placements 35 quickest, clearest and most unambiguous way e.g. Apple released the iPhone 4 in the US on the
Section 5: Further Sources of Help & Advice 109 24th June 2010.
The sections of the report
Reports have a fairly standard set of sections and, unless you are specifically asked to do otherwise,
Plagiarism & collusion quiz: Answers 113 you should follow these exactly. Remember each section should be named and heading should be
Section 3: Modes of Assessment 39 emphasised through formatting.
iMaps: the research process 45 Abstract or Executive Summary
Doing a literature review 54 This is a short summary of your whole report (including your conclusions and
The academic blog 58 recommendations). For short reports, it may not be required. It is intended as a quick
Coming up with questions & titles 61 overview for those who do not have time to read the whole report!
Making notes 64
Introduction
Writing an essay 65 You should briefly describe the reason you are writing the report (terms of reference)
Planning the essay 69 and what its context is. You should then present your objective (see step 1 above) to the
Writing the essay 70 reader. What do you want your report to do and who will it help?
Writing a report 73
Methodology
In this section, you will explain how you gathered your evidence. Which sources did
The visual essay 79 you use? How did you search for them and how did you decide if they were relevant and
The video essay 82 unbiased?
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Findings
This is where you present your results. These may be facts, or in a larger scale report,
they may be things that witnesses have said. The material in this section is the evidence
on which you will base your conclusions. For a large-scale report, this section may be
Section 1: Skills 3 Section 4: Presentation & Communication 86 split up into chapters.
Skills: An Introduction 4 Getting it right: Correct presentation 87 Conclusions
Why emphasise Skills 5 Communicating with the reader 88 It is best to begin this section by restating your objective. Then lead the reader from the
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 facts youve presented to what you judge to be the real or true explanation or
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 evaluation of the situation. What happened, why and how good was it really? Do
MAPS: My Active Planning System 10 Referencing92 not introduce any new information here this section should refer only to evidence
Studyload11 Books94 youve presented earlier.
Where to go for help 17 Journal articles 95 Recommendations
Moving image 96 Based on what you have shown to be as objective conclusions about what happened,
Electronic information 97 you should always present some recommendations for the future. These may be bullet
Section 2: Teaching & Learning Contexts 20 The Internet 98 points, but make sure they relate to your conclusions and are based on evidence rather
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 than your feelings or opinions.
Studio practice 27 Illustrations100 Bibliography
Studio crits 28 Academic conduct 102 As with all academic writing, you should include a bibliography listing the sources you
What is a workshop? 30 The assessment form 106 have used.
Appendices
Any material which the reader may wish to refer to, but which would break the flow of
Work experience & placements 35 you argument should be placed in appendices.
Useful sources on Report Writing
Plagiarism & collusion quiz 111 Stella Cottrell (2008) has an excellent section on report writing (pages 263-268). In it she explores
Plagiarism & collusion quiz: Answers 113 the differences between reports and essays and goes into detail about the sort of material which
Section 3: Modes of Assessment 39 goes into the different sections of a report.
iMaps: the research process 45 StudyNet has an iSpy course on report writing which takes you through the report structure in detail.
The academic blog 58 References
Coming up with questions & titles 61 Byron, T. (2008) Safer Children in a Digital World [available online:
Making notes 64 http://www.dcsf.gov.uk/byronreview/actionplan/index.shtml], Department for Children, Schools
Writing an essay 65 and Families.
Planning the essay 69 Cottrell, S (2008) The Study Skills Handbook (3rd Edition) Basingstoke: Palgrave Macmillan.
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Spoken Presentations
Section 1: Skills 3 Section 4: Presentation & Communication 86 The ability to communicate effectively through the spoken word is just as important as the ability
Skills: An Introduction 4 Getting it right: Correct presentation 87 to write well. During the course of your studies you may be expected to do spoken presentations in
Why emphasise Skills 5 Communicating with the reader 88 seminars, studio or workshop crits and for assignments. Here are some notes to guide you.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Where should I begin?
First consider the following questions
Studyload11 Books94 Who is the audience? You need to consider how many people you are speaking to, their degree
Where to go for help 17 Journal articles 95 of knowledge and language level so you can pitch it correctly
Moving image 96 How much time do I have? Remember you need to keep to the time allowed. A time limit is like
Electronic information 97 an essay word count, prepare sufficient material but avoid over-running
Section 2: Teaching & Learning Contexts 20 The Internet 98 What do I know about the topic? Research your topic well so you know a lot more about the
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 subject than your will use in the presentation. That way you will feel better prepared to field
Studio practice 27 Illustrations100 questions from the audience
What is a workshop? 30 The assessment form 106 Organisation
Creative Arts off campus 31 What to do if you fail 108 Remember that the spoken word is not the same as the written word. In a live presentation your
What are you looking at? 33 audience only have one chance to hear what you have to say so clarity is important. The key to a
Work experience & placements 35 good presentation is this: tell them what you are going to say, then tell them again and then tell them
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 what you told them (is that clear?)
Plagiarism & collusion quiz 111 Like all good stories, a spoken presentation should consist of three main sections: a beginning,
Plagiarism & collusion quiz: Answers 113 middle and end.
Section 3: Modes of Assessment 39 The introduction should do just that: introduce you and the topic and tell the audience how you
Research: Getting started 40 intend to approach your subject
iMaps: the research process 45 The main body must present and explain the topic described in the introduction and illustrate
Doing a literature review 54 with examples
The academic blog 58 The conclusion should summarise, make recommendations to the audience of further sources of
Coming up with questions & titles 61 information and have a clear, positive end statement
Making notes 64
Writing an essay 65 Preparation
Write the presentation out in rough, just like an essay draft and then review and delete the things
you find irrelevant. Check for consistency and flow. If ideas seem too difficult to express, better
Writing a report 73 leave them unsaid
The visual essay 79 Familiarise yourself with the material Try not to read from a script. Instead prepare cue cards with
The video essay 82 key points, phrases and ideas. Postcards work well for this. Dont forget to number the cards in
case you drop them. Mark cards with the visual aids that go with them
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Rehearse by yourself at first and then in front of friends or family to get use to having an
audience.
Visual Aids
Section 1: Skills 3 Section 4: Presentation & Communication 86 It can be helpful to use visual aids in your presentation to help the audience to understand your
Skills: An Introduction 4 Getting it right: Correct presentation 87 approach to the topic and help you keep your presentation on track.
Why emphasise Skills 5 Communicating with the reader 88 Check what facilities will be available in the room. There are usually several options to choose
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 from. These include computer with PowerPoint, or similar, paper/object handouts, DVD video
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 playback, whiteboard or overhead projection transparencies, (OHPs). What you choose depends
MAPS: My Active Planning System 10 Referencing92 on the type of talk you are giving but here are some basic guidelines:
Studyload11 Books94 The golden rule is - keep it simple! The more complicated the visual aids, the more opportunities
Where to go for help 17 Journal articles 95 there will be for things to go wrong
Moving image 96
Electronic information 97 Wherever possible, check the facilities of the room where you are going to deliver your
presentation and make sure you know in advance how to operate the equipment
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 PowerPoint slides should contain the minimum information necessary. Try to limit words per slide
Studio practice 27 Illustrations100 to a maximum of 10 and use a font size and typeface which will enlarge well
Studio crits 28 Academic conduct 102 Always check your slides for typographical errors, consistent use of fonts, layout etc. Spelling
What is a workshop? 30 The assessment form 106 mistakes look far worse when they are projected on a screen, 2 meters tall!
Practice coordinating the spoken presentation with your visual aids
Delivery
StudyNet38 Further reading 110 How should I look? Your appearance matters. First impressions influence the audiences attitudes
Plagiarism & collusion quiz 111 to you, so dress to suit the occasion
Plagiarism & collusion quiz: Answers 113 How should I start? Remember to greet your audience (e.g. Good afternoon, ladies and
Section 3: Modes of Assessment 39 gentlemen) and prepare your exit line (e.g. Thank you for listening)
Research: Getting started 40 What about the audience Q & A? Unless explicitly instructed, leave time at the end of the
iMaps: the research process 45 presentation for audience discussion and invite your audience to ask questions
How shall we work as a group? Group presentations require careful organisation, so decide who
is responsible for what and leave plenty of time for rehearsals
Making notes 64
Remember
Writing an essay 65 Giving a presentation is a performance, so think of yourself as an actor. This may make you feel
Planning the essay 69 nervous which can be a good thing the adrenalin will help you perform well. However, here are one
Writing the essay 70 or two ways you can make sure nervousness does not become a problem
Writing a report 73 Take a few deep breaths before you begin it will help to calm you down
The visual essay 79 Smile, be enthusiastic and your audience will react warmly to you
The video essay 82 If your hands are shaking, give them something to hold
Avoid pacing about, locate a place to give the presentation from and stay there
77
Avoid reading from a script: try cue cards instead
Maintain eye contact with the audience where possible (if you find this difficult look at the tip of
their noses, they wont know the difference!)
Section 1: Skills 3 Section 4: Presentation & Communication 86 Dont shout or mumble - speak clearly and project your voice to the back of the room
Skills: An Introduction 4 Getting it right: Correct presentation 87 Dont rush. When people are nervous they tend to talk faster
Moderate your language to suit the situation
and finally
Enjoy yourself! Remember you are the expert in the room. No one else has done the research and
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preparation you have done on this topic. The audience wants to hear what you have to say. And youll
feel so much better when its all over
Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 The Visual Essay
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is it?
Skills: An Introduction 4 Getting it right: Correct presentation 87 A visual essay is a sequence of photographs or other images which are either:
Why emphasise Skills 5 Communicating with the reader 88 original, taken and/or created by yourself, or
found, and significantly processed (e.g. using Photoshop, Illustrator)
Taken together, the images provide a critical commentary of some kind on a defined topic, working as
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a kind of argument, explanation, discussion. The topic will have been either given to you (e.g. as an
essay question) or developed by you in consultation with your tutor.
Moving image 96
Electronic information 97 Usually the reading of the images in a visual essay is directed by such elements as:
Section 2: Teaching & Learning Contexts 20 The Internet 98 the sequence of images and how they relate to each other, the juxtaposition of one to the next
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 and how it stands in a series
Academic conduct 102 the layout of the page in which the image(s) is placed, and the layout of following and preceding
Studio crits 28
pages
Creative Arts off campus 31 What to do if you fail 108 captions, including brief analyses, quotations, key words, provocative questions or statements;
What are you looking at? 33 text integrated within the image or as part of the image (e.g. playing with typographic elements,
Work experience & placements 35 the visual aspects of text);
a short text at the beginning (prologue, scene setting) and/or end (epilogue, codicil, reflection).
Plagiarism & collusion quiz: Answers 113 Sounds easy?
The visual essay is not a soft option. To produce a good visual essay is as demanding as writing a
good academic text, and in some ways may be considerably harder to do. Never opt to do a visual
Research: Getting started 40 essay because you think it will be easier than a normal or proper essay: this will inevitably lead
iMaps: the research process 45 to poor work. Apart from anything else, the traditional essay love it or loathe it is the devil
Doing a literature review 54 you know. A visual essay is always something of a risk but also an exciting possibility, rich with
The academic blog 58 potential. Think carefully about how you will approach it and what you want it to say, do, achieve.
Making notes 64 What form should it take?
Writing an essay 65 The visual essay will usually take the form of a bound sequence but might be a series of unbound
Planning the essay 69 cards (perhaps shuffled, with a fixed start- and end-point) if that works better with the ideas
Writing the essay 70 being expressed. It may possibly take the form of a PowerPoint slideshow that runs automatically,
Writing a report 73 combining image and text in a meaningful, essay-style sequence.
Remember, visual design and communication are key to the success (or otherwise) of a visual essay:
The visual essay 79
they work as the equivalents of correct layout, accurate spelling, clear sentence construction, and so
The video essay 82 on, in a traditional academic essay.
79
How many images should I include? And how many words?
A visual essay needs to be equivalent in study effort, time, and so on, to a piece of traditional
academic writing at the same level. This means that there is no cutting corners on research/enquiry,
organisation, thinking, drafting, writing up and managing references and citation.
Section 1: Skills 3 Section 4: Presentation & Communication 86 Typically, to be equivalent to a 1500 word written essay, a visual essay should comprise 10-12
Skills: An Introduction 4 Getting it right: Correct presentation 87 images, with around 500-700 words of text.
Why emphasise Skills 5 Communicating with the reader 88 To be equivalent to a 2000 word written essay, it should include 12-15 images, with around 600-
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 800 words of text.
MAPS: My Active Planning System 10 Referencing92 To be equivalent to a 4000 word written essay, think in terms of 15-20 images, with 1200-1500
words of text.
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Moving image 96 Does a visual essay need to be referenced? Does it need a bibliography?
Electronic information 97 The visual essay must include or be accompanied by an annotated bibliography which uses
the Harvard or Author-Date system (see page 92); annotation means added notes of comment,
evaluation or explanation.
Studio practice 27 Illustrations100 A visual essay depending on overall design and how you are using the textual elements might
Studio crits 28 Academic conduct 102 not formally cite sources, so the annotated bibliography is an absolutely vital part of the academic
What is a workshop? 30 The assessment form 106 apparatus. (If you feel that in-text citations are not appropriate to your visual essay, you must get this
Creative Arts off campus 31 What to do if you fail 108 agreed by your tutor in advance.)
Work experience & placements 35 The annotated bibliography has, for each directly relevant source, an entry in the Harvard/Author-
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Date format, followed by two short commentaries:
StudyNet38 Further reading 110 How and why this text was useful to you in carrying out the assignment, what it contributed to
Plagiarism & collusion quiz 111 your understanding and knowledge,
Plagiarism & collusion quiz: Answers 113 How you used it, where in the work it belongs or is used (indicate this in some way)
Research: Getting started 40 Some examples and further guidance
iMaps: the research process 45 Many interesting visual essays have been published in the journal Visual Communication (Sage),
Doing a literature review 54 which available online through Voyager. Here are three examples to get you started:
The academic blog 58 Roxburgh, M. (2010) Design and the aesthetics of research. Visual Communication. 9:425.
Making notes 64 Van Leeuwen, T. (2007) Sound and Vision. Visual Communication. 6:136.
Writing an essay 65 Yagou, A. (2011) Walls of Lisbon: A Visual Essay. Visual Communication. 10: 187.
Writing the essay 70 Visual Communication also publishes useful style guidelines for visual essays, downloadable as a pdf
Writing a report 73 at the following link:
Spoken presentations 76 http://www.uk.sagepub.com/repository/binaries/pdf/VCJ_essay_guidelines.pdf
The visual essay 79
The video essay 82
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Another form of photo-based visual essay on global social themes can be explored at the
following website:
PhotoPhilanthropy http://photophilanthropy.org/galleries/explore-essays [last accessed 23 July
2011]
Skills: An Introduction 4 Getting it right: Correct presentation 87 Suggested further reading: not about Visual Essays as such, but about visual (and physical)
Why emphasise Skills 5 Communicating with the reader 88 thinking:
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Brody, N. & Wozencroft, J. (1993) The graphic language of Neville Brody. London: Thames &
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Hudson.
MAPS: My Active Planning System 10 Referencing92 David Carson Design (the influential graphic designers official website)
Studyload11 Books94 http://www.davidcarsondesign.com [last accessed 14 April 2011]
Carson, D. & Blackwell, L. (1995) The end of print: the graphic design of David Carson. London:
Moving image 96
Laurence King.
Section 2: Teaching & Learning Contexts 20 The Internet 98 McLuhan, M. & Carson, D. (2003) The Book of Probes. Santa Rosa, CA: Gingko Press.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Tufte, E. (1990) Envisioning Information. Cheshire, CT: Graphics Press.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 The Video Essay
Section 1: Skills 3 Section 4: Presentation & Communication 86 What is a video essay?
Skills: An Introduction 4 Getting it right: Correct presentation 87 A video essay like a written essay develops an argument on a defined topic, working as a kind of
Why emphasise Skills 5 Communicating with the reader 88 argument, explanation, discussion. The topic will have been either given to you (e.g. as a set essay
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 question) or developed by you in negotiation with your tutor.
The video essay is linear, time-based, and requires a complex interplay of developing ideas and
gathered material. It uses:
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Where to go for help 17 Journal articles 95 moving image visual elements;
Moving image 96 spoken word commentary and/or caption cards, subtitles, etc.
Section 2: Teaching & Learning Contexts 20 The Internet 98 A video essay is not a simple collage or montage of material. It works partly
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 by juxtaposition, by placing images in sequence and using them as reveals, but it is also structured
Studio practice 27 Illustrations100 by a presence and intervening consciousness an essay author, in other words - that directs the
Studio crits 28 Academic conduct 102 viewers attention and takes them on a thought-provoking journey.
Creative Arts off campus 31 What to do if you fail 108 In short, a video essay is a kind of persuasive storytelling, presenting a viewpoint
What are you looking at? 33 and the evidence for it, telling a convincing story about it. To be done well, it needs to be:
Work experience & placements 35 planned in detail;
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 fully documented;
scripted;
Plagiarism & collusion quiz: Answers 113 storyboarded
Research: Getting started 40 Do not just present a random sequence of materials which vaguely refer to a topic: that is not a video
iMaps: the research process 45 essay and is a sure route to assignment failure.
The academic blog 58 And overview of the process
A video essay uses footage sourced from libraries, archives, or other
collections (BoB: Box of Broadcasts, YouTube, ted: torrent episode downloader, etc.) which is carefully
Making notes 64
selected and edited, and which:
Writing an essay 65
incorporates talking head sections where the author (or others) speak to the camera in original
shots made for the purpose;
Writing a report 73 uses captions, subtitles and/or other on-screen text to comment on images, to add to them, to
Spoken presentations 76 subvert them;
The visual essay 79 incorporates panning, tracking over, or zooming in and out of static images to reveal detail;
The video essay 82
uses transitions to manage time, maintain interest and interconnect the extracts, excerpts and
commentaries.
82
In many ways a video essay is a semi-documentary form and requires many of the same kind of
strategies. It means identifying a topic and gathering material, working with that material to develop,
refine and understand the idea more fully, working from a clear vision of how the final sequence will
be.
Skills: An Introduction 4 Getting it right: Correct presentation 87 This is no mean task and should certainly never be seen as an easy option in comparison to
Why emphasise Skills 5 Communicating with the reader 88 traditional essay work.
How long should a video essay be?
This is a bit of a how long is a piece of string question and there is no hard and fast answer.
However, it is worth thinking about the following:
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Journal articles 95 Many students who attempt the video essay format are unrealistic in their ambitions, proposing
pieces of work which are an hour in length, or even longer. Be sensible: to produce an effective
Moving image 96
video essay of even a few minutes requires a considerable amount of work. The aim is not to
make a feature film.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 A 10 minute video essay that is sharp, focused, stylish, and well crafted is far better than a 60
Illustrations100 minute video essay that is loose, vague, obvious and thrown together.
Studio practice 27
What is a workshop? 30 The assessment form 106 So, in relation to a traditional written essay, the following might offer an idea of expected equivalent
What to do if you fail 108 length:
What are you looking at? 33 for a 1500-2000 word essay, think in terms of a video essay of 8-10 minutes in length
Work experience & placements 35 for a 2000-2500 word essay, think in terms of a video essay of 10-15 minutes in length
for a 4000-6000 word essay, think in terms of a video essay of 15-20 minutes in length
Of course, these are only guidelines, and in each case you would also need to submit appropriate
supporting documentation, including scripts, storyboards, research folder, and assets list/bibliography
Section 3: Modes of Assessment 39 (see below).
iMaps: the research process 45 Storyboarding: essential for a successful outcome
Doing a literature review 54 A video essay requires conceptual thinking and organization, record keeping, documentation. To this
The academic blog 58 end it needs some sort of storyboarding as an integral part of shaping ideas and materials. Effective
Coming up with questions & titles 61 storyboarding underpins the conceptual planning and the creative realisation of the video essay.
Making notes 64
Writing an essay 65 At its simplest a storyboard is a way of working with time-based sequences off-line in either a
Planning the essay 69 conceptual, inventive state, dreaming up the sequence, or in a tighter, more organised, planning state
Writing the essay 70 to control resources, pre-visualise outcomes, identify and solve problems before they arise. Working
off-line like this is both cheaper and clearer than trying to work direct to the machine.
Writing a report 73
Storyboards are used extensively in the media industries to communicate and share ideas. They
The visual essay 79 enable the invention and planning of things which are inherently visual, and they enable groups
The video essay 82 to work together to a shared end. They are also used analytically, as a tool for developing an
understanding of, say, the customer experience, or as a way of identifying key parts of a flow or
sequence.
83
There are three stages of storyboard which play a key role in developing a video essay:
Stage 1
The first (see figure 1) provides a quick overview or outline: it is sketchy and easily changed or
Section 1: Skills 3 Section 4: Presentation & Communication 86 discarded. It might be very untidy and to those other than yourself hard to read. It is still
Skills: An Introduction 4 Getting it right: Correct presentation 87 extremely valuable documentation.
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Moving image 96
What is a workshop? 30 The assessment form 106 Figure 1: Stage 1 storyboard: sketchy at this stage, andVideo
perhaps
Essayonly you
Stage can read it but its good
1 Storyboard/planning
Creative Arts off campus 31 What to do if you fail 108 enough to talk through ideas with a tutor at an early tutorial
Stage 2
The second (see figure 2) is concerned with managing assets. It involves timing any existing video
sections and building them in to the video essay sequence. The storyboard now includes a clearer
StudyNet38 Further reading 110 and finer grain of time, and it is accompanied by an asset list which shows the filename, start- and
Plagiarism & collusion quiz 111 end-point (from time code), etc., of all materials to be used. You will also be identifying gaps in the
Plagiarism & collusion quiz: Answers 113 assets and looking for material that will fill those gaps.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82 Figure 2: Stage 2 storyboard: much clearer now, more detailed, and the kind of plan that shows
confidence, knowledge, a distinct way forward
84
Stage 3
The third is a production list ready for the editing sequence, acting as a checklist of media assets,
with commentaries about edit transitions, timing, and so on. This final storyboard may steal screen
dumps from the materials and is worked up to a visual looknfeel condition. It might even exist as
Section 1: Skills 3 Section 4: Presentation & Communication 86 a semi-animated sequence that checks out timing and related issues (in animation this would be
Skills: An Introduction 4 Getting it right: Correct presentation 87 called an animatic, here it may be a mock-up in Powerpoint) bur it is still not carved in stone. The
Why emphasise Skills 5 Communicating with the reader 88 storyboard is a guide to intentions rather than a finished instruction list.
Sourcing the Video Essay
Accompanying the Stage 3 storyboard is a complete asset list. This is effectively
a Bibliography and should be thought of as such. It should use the Harvard or Author-Date system
Studyload11 Books94 (see page 92) and will include some rejected material (with reasons for rejection) as well as material
Where to go for help 17 Journal articles 95 used.
Moving image 96
Electronic information 97 Some examples
Section 2: Teaching & Learning Contexts 20 The Internet 98 There are some fascinating experiments in the video essay format on the blog hosting website
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Tumblr:
Studio practice 27 Illustrations100 http://videoessays.tumblr.com/ [Last accessed 24 July 2011]
What is a workshop? 30 The assessment form 106 Some other examples worth looking at include
Creative Arts off campus 31 What to do if you fail 108 HuesForAlice (2007) The Big Brother State. YouTube. Available at:
What are you looking at? 33 http://www.youtube.com/watch?v=jJTLL1UjvfU&feature=autoplay&list=PL72CC64E20549FE72&
Work experience & placements 35 index=21&playnext=1 [Last accessed 24 July 2011]
mwesch (2007) The Machine is Us/ing Us (Final Version). YouTube. Available at:
http://www.youtube.com/watch?v=6gmP4nk0EOE&feature=view_all&list=PL72CC64E20549FE
72&index=1 [Last accessed 24 July 2011]
Section 3: Modes of Assessment 39 Sampson, B. (2011) Layers of Paradox in F for Fake. Mediascape: UCLAs Journal of Cinema
Research: Getting started 40 and Media Studies. (Winter) Available at: http://www.tft.ucla.edu/mediascape/Fall09_FForFake.
html [Last accessed 24 July 2011]
The academic blog 58 Suggested further reading
Coming up with questions & titles 61 Biemann, U. (2003) Stuff It: the Video Essay in the Digital Age. Dusseldort: Springer Verlag.
Making notes 64 Faden, E. (2009) A Manifesto For Critical Media. Mediascape: UCLAs Journal of Cinema
Writing an essay 65 and Media Studies. (Fall) Available at: http://www.tft.ucla.edu/mediascape/Spring08_
Planning the essay 69 ManifestoForCriticalMedia.html [Last accessed 24 July 2011]
Writing the essay 70 Marshall, K. (2010) Video Essays: Critical Approaches to Cinema. Kellimarshall.net. (Website of
Writing a report 73 Professor Kelli Marshall, University of Toldedo). Available at: http://www.kellimarshall.net/
Spoken presentations 76 resources/assignments/video-essays/ [Last accessed 24 July 2011]
The visual essay 79
The video essay 82
85
presentation &
communication
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
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SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Getting it right: format for correct presentation
Section 1: Skills 3 Section 4: Presentation & Communication 86 Avoid using complex graphics software packages for writing essays. A standard word processing
Skills: An Introduction 4 Getting it right: Correct presentation 87 package preferably Microsoft Word is perfectly adequate.
Why emphasise Skills 5 Communicating with the reader 88 The essay should be on A4 paper. Ask your tutor if you wish to use another format
Text should be black, in 12-point type, in a clear, readable font, such as Times or Arial
MAPS: My Active Planning System 10 Referencing92 Text should be 1 1/2 spaced (typographically, 12 point type, leading 18 points)
Studyload11 Books94 Margins of at least 3cm should be given on all sides. Consider the binding method you intend to
Where to go for help 17 Journal articles 95 use, and whether you need a wider left margin
Moving image 96
Pages must be numbered in a single sequence throughout, excluding the title page. This is
essential for feedback, when your tutor may refer to specific parts of your essay
If you set up the format correctly when you start to write the first draft you will have one less thing to
worry about at the final editing stage. As you are writing, remember to save your work constantly and
Studio crits 28 Academic conduct 102 make several back-up copies as you go along, for example on CD and memory stick.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
87
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Communicating with the reader
Section 1: Skills 3 Section 4: Presentation & Communication 86 Clarity and style
Skills: An Introduction 4 Getting it right: Correct presentation 87 As well as giving evidence of your research, your essay needs to communicate your ideas and
Why emphasise Skills 5 Communicating with the reader 88 arguments as clearly as possible to the reader. Pay attention to the spelling, grammar and style
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 of writing.
Spelling and grammar:
Essays for assessment need to be well written in good English. Alert your tutor if English is
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your second language and use the English Language support available at the University where
necessary. Alert your tutor too if you are dyslexic and help will be provided. With these and any other
Moving image 96 circumstances which affect your work, it is important that you tell your tutor as soon as possible.
Section 2: Teaching & Learning Contexts 20 The Internet 98 There are several strategies you can use to help you to achieve good English:
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Remember that its means belonging to it, and its is a short form for it is
Studio practice 27 Illustrations100 Plurals should not have apostrophes trees, paintings, photographs. Only use
Studio crits 28 Academic conduct 102 apostrophes to indicate belonging to the trees leaves [the leaves belonging to the
What is a workshop? 30 The assessment form 106 tree] or the trees leaves [the leaves belonging to the trees]
Use the spelling and grammar checker applications in your word-processor
Work experience & placements 35 Proof-read your essay for mistakes and correct them in your next draft
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Read your work out aloud to see if it makes sense. This is a good technique for spotting
StudyNet38 Further reading 110 grammatical mistakes
Ask a friend to read your work
Section 3: Modes of Assessment 39 At the tutors discretion, he or she may read a sample of your writing
iMaps: the research process 45 Style:
Doing a literature review 54 Good written English means more than good grammar and spelling, however. You need to show
The academic blog 58 understanding and use expressions that are natural for you BUT slang is not acceptable.
Also, avoid abbreviations such as &, dont, didnt and etc. Remember that writing for assessment
Making notes 64
needs to be more considered than everyday speech. You should choose your words carefully to avoid
Writing an essay 65 colloquial expressions, exaggeration and contradictions.
Writing the essay 70 Academic essays are typically written in the third person (for example it will be argued, it can be
Writing a report 73 suggested) to avoid writing in too personal or too subjective a style, but, for people unused to writing
Spoken presentations 76 like this it can result in awkward writing. So, it is often better to use I [for example, I will argue, I
The visual essay 79 suggest] to help you make clear distinctions between your arguments and those of the authors you
The video essay 82 have read. Your module tutor will provide guidance.
88
Try to imagine that your reader is a fellow student who is generally familiar with the issues and
language of art, design and media but may not have a level of expertise in your chosen topic. You are
addressing fellow professionals rather than a lay audience but your main task is to explain. Clarity
and understanding are crucial. Even complex ideas are best expressed in simple language. Look at
Section 1: Skills 3 Section 4: Presentation & Communication 86 the writing style of academic authors you admire. What devices do they use to structure their work
Skills: An Introduction 4 Getting it right: Correct presentation 87 and what can you apply to your own research?
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Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
89
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Presentation for handing in:
Level 4 & level 5 essays
Why emphasise Skills 5 Communicating with the reader 88 Text, illustrations and appropriate binding should all be easy to use and carefully presented. Avoid
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 using unnecessarily bulky binders for your work, and avoid plastic pockets, which make it difficult for
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 the tutor to make notes on your essay. Your essay should be arranged in a standard way including:
MAPS: My Active Planning System 10 Referencing92 Self assessment/assessment feedback sheet
Studyload11 Books94 Title page (name, programme, title, date)
Moving image 96 Text with illustrations
Electronic information 97 Appendices (unlikely to apply unless you are specifically asked to append materials to your essay)
Endnotes, if not using footnotes
Studio practice 27 Illustrations100 Bibliography
Studio crits 28 Academic conduct 102 List of illustrations, if not using full captions
Word count
The word count refers to the text only. Footnotes, endnotes, bibliographies, illustration
What are you looking at? 33 captions and appendices do not contribute to the word count. Most word-processor
Work experience & placements 35 packages contain automatic word-count features. The word counter in Word can exclude
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 footnotes/endnotes, but nothing else, so it is best to move bibliography, appendices and
StudyNet38 Further reading 110 illustration captions to a separate file when doing the word count on the essay.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
90
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Presentation for handing in:
Level 6 Degree essays
Why emphasise Skills 5 Communicating with the reader 88 Degree essays need to be spiral bound, which you can do in the LRC for a modest cost. The essay
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 should be arranged as below:
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Self assessment/assessment feedback sheet
MAPS: My Active Planning System 10 Referencing92 Title page (name, programme, essay title, plus the formal statement: Submitted to the University
Studyload11 Books94 of Hertfordshire in partial fulfillment of the requirements for the Degree of Bachelor of Arts
Where to go for help 17 Journal articles 95 (Honours) followed by the submission date.
Moving image 96
Abstract (brief description of essay)
Section 2: Teaching & Learning Contexts 20 The Internet 98 Dedication (optional)
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Contents page
Academic conduct 102 Acknowledgements (optional)
Studio crits 28
What is a workshop? 30 The assessment form 106 Text with illustrations
Appendices (optional)
Work experience & placements 35 Endnotes, if not using footnotes
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Bibliography
List of illustrations, if not using full captions
Plagiarism & collusion quiz: Answers 113 Word count
Section 3: Modes of Assessment 39 The word count refers to the text only. Footnotes, endnotes, bibliographies, illustration
captions and appendices do not contribute to the word count. Most word-processor
packages contain automatic word-count features. The word counter in Word can exclude
footnotes/endnotes, but nothing else, so it is best to move bibliography, appendices and
Doing a literature review 54 illustration captions to a separate file when doing the word count on the essay
If you are submitting level 6 assessed coursework in alternative formats, contact your programme
Making notes 64 and C&CS module tutor for advice.
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
91
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Referencing
Section 1: Skills 3 Section 4: Presentation & Communication 86 Using the Author-Date, Harvard System
Skills: An Introduction 4 Getting it right: Correct presentation 87 Academic essays, reports, case studies all need proper referencing. This needs you to present clear
Why emphasise Skills 5 Communicating with the reader 88 and consistent use of citations.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 It lets the reader know where you found the information youve used to support your argument and
will help them find it if they want to, It demonstrates the breadth of your reading, and watching and
listening that went into your work. It also ensures that you dont pass off someone elses words
Studyload11 Books94
as your own. That can lead to all sorts of woes, and is generally, A Bad Thing. Usually called
plagiarism.
Moving image 96
Electronic information 97 In Creative Arts we want you to use the Author-Date system of referencing your written work. Its also
Section 2: Teaching & Learning Contexts 20 The Internet 98 called the Harvard System. Harvard is easy to learn and is used by many schools in this University
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 and is commonplace internationally. Like all systems it has variations, so stick to our examples
Studio practice 27 Illustrations100 and youll be conforming to what the School wants you to do. This Guide is based closely on that
Studio crits 28 Academic conduct 102 produced by the Universitys School of Education. If we havent included an example you need, have
What is a workshop? 30 The assessment form 106 a look at that Guide which can get from the Subject Toolkit on StudyNet.
What are you looking at? 33 In simple terms it means that if you refer to a source in your text you mark this by putting the
authors surname and the date of publication in parentheses thats round closed brackets by the
way.
For example
Plagiarism & collusion quiz 111 Paul Wells has a number of interesting theories on what makes animation such a
Plagiarism & collusion quiz: Answers 113 subversive art form (Wells 1998). These are
Research: Getting started 40 If you are referring to a particular passage in a text or quoting from that text then you add the page
iMaps: the research process 45 number (i.e. (Wells 1998: 68) with a colon and a space after the date followed by the page number.
The academic blog 58 At the end of the essay or report you need to give an alphabetical reference list of the sources youve
Coming up with questions & titles 61 used with expanded bibliographic details. The Harvard basic order of information is
Making notes 64
Author (Year) Title. Place of Publication. Publisher.
Writing an essay 65
i.e.
Wells, P. (1998) Understanding Animation. Abingdon: Routledge.
Writing a report 73 Note; you only need put an authors initials. Titles of books and journals, newspapers, films and so on
Spoken presentations 76 are put in italics. If theres no identifiable author then use the Title.
The visual essay 79
The video essay 82 If you use a direct quote from a source, put it in double inverted commas.
This is how to signify a quotation in the Harvard system, (Walden,K. et al. 2010: 45)
92
There are, naturally, many variations on this theme depending on the format of the information
source youve used (film, picture, website etc.) and whether someone is being quoted in another
authors book or article. Or if, for no fault of your own, you dont know a date or author or some other
detail, and thats sadly rather common with websites.
Skills: An Introduction 4 Getting it right: Correct presentation 87 The rest of this guide consists of examples of many of these variations. Each one shows you how
Why emphasise Skills 5 Communicating with the reader 88 to cite the reference in the text, and how to cite it in the reference list at the end. Its by no means
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 exhaustive, but one great thing about the Harvard System is that there are plenty of guides out there.
There are plenty of books that show you how to use Harvard and many online versions such as those
on StudyNet in the subject Information Toolkits or on the web.
Studyload11 Books94 You might have used another type of referencing in the past, footnotes, endnotes and such arcane
Where to go for help 17 Journal articles 95 Latin abbreviations as op.cit and ibid. Do not mix the two systems. Stick with Harvard.
Moving image 96
Electronic information 97 By the way nearly all, (after the Wells book) of the following examples are fictitious sources. Dont
Section 2: Teaching & Learning Contexts 20 The Internet 98 go looking for them!
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
93
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 BOOKS
Section 1: Skills 3 Section 4: Presentation & Communication 86 In the text In the bibliography
Why emphasise Skills 5 Communicating with the reader 88 One author (Wells 1998) Wells, P. (1998) Understanding
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Animation. Abingdon: Routledge.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 or if youve already mentioned his
MAPS: My Active Planning System 10 Referencing92 name:
Studyload11 Books94
As Wells (1998) states in his
Understanding Animation,
Moving image 96
Electronic information 97 Two authors Smith and Jones (2007:128) Smith, J & Jones, T. (2007) How to
Section 2: Teaching & Learning Contexts 20 The Internet 98 List them both believe that using comic sans as a make Websites truly sexy. Hatfield:
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 typeface on websites is University of Hertfordshire Press.
Studio crits 28 Academic conduct 102 Several authors It can be argued that abstract Smith,J., Jones, T., Patel, B. (2009)
What is a workshop? 30 The assessment form 106 If there are three or art ended with the concept of Postmodernism and the end of Art.
Creative Arts off campus 31 What to do if you fail 108 more authors then only postmodernism (Smith et al. London: Panther Press.
What are you looking at? 33 list the first author 2009:136)
followed by et.al
Chapter in an edited Special effects are really only Digby, A. (2001) The Elephant in
book smoke and mirrors wrapped up in the room. In Dare, D. (ed.) Why is
technology (Digby, in Dare, 2001) modern SFX such rubbish? London.
Plagiarism & collusion quiz: Answers 113 Hubert Guest Press.
Research: Getting started 40 More than one book As Cattermole suggests (2001a & Cattermole, P. (2001a) Knitting with
iMaps: the research process 45 by same author in the 2001b) knitting is not so much a sisal. Bristol: Cabot.
Doing a literature review 54 same year craft than a therapy Cattermole, P. (2001b) Knitting
The academic blog 58 (it can happen) and post-traumatic stress. London:
Coming up with questions & titles 61 Proustian Press.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
94
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Journal Articles
Section 1: Skills 3 Section 4: Presentation & Communication 86 Here the title of the journal, magazine, newspaper is put in italics
Why emphasise Skills 5 Communicating with the reader 88 In the text In the bibliography
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Author unknown A recent report on the take up JISC (2010) The impact of
MAPS: My Active Planning System 10 Referencing92 of film courses in the UK by JISC new University funding for film
(2010) highlights the programmes JISC News. No. 67.
Studyload11 Books94
June. p.27.
Moving image 96 One author De Sautoy (2008) describes the De Sautoy, L. (2008) Some more
Electronic information 97 fashion industry in typically strong pungent observations on the fashion
Section 2: Teaching & Learning Contexts 20 The Internet 98 terms industry. Journal of Fashion,
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Semiotics and Hysteria. 21(3)
Studio practice 27 Illustrations100 October. pp. 20-36.
What is a workshop? 30 The assessment form 106 OK lets unwrap that last one 21? Thats volume 21. Issue 3. Month. Pagination if one page
Creative Arts off campus 31 What to do if you fail 108 its p. if a range of pages pp.
Two authors The principal reason for moving the Sidle, U. & Fondle, D. (1997)
Section 5: Further Sources of Help & Advice 109 movie industry to California was Olympic swimming pools and
(Sidle & Fondle, 1997) that it was Hollywood. An investigation. Film
full of swimming pools History and Popular Culture. 11(2)
Spring. pp. 230-247.
Section 3: Modes of Assessment 39 Author citing another Most music these days is so Slider, B. (2006) Computer Music
Research: Getting started 40 author mediated by technology that some and the Modern World. Cardiff:
iMaps: the research process 45 authors (Slider, 2006, in Contrell, Maxboyce. In Contrell. Z. (2007)
Doing a literature review 54 2007) argue that Some more asinine reflections on
The academic blog 58 computer based musical forms.
Coming up with questions & titles 61 Digital Music Musings. 6(2)
Making notes 64 February. pp. 2-23.
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
95
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 moving image
Section 1: Skills 3 Section 4: Presentation & Communication 86 In the text In the bibliography
Why emphasise Skills 5 Communicating with the reader 88 Films , DVDs, BluRay etc. The inability of Hollywood to resist Beowulf vs Fafnir: Ragnorok 2, The
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 [tell us the exact format the sequel of a sequel of a sequel Revenge. (2010) Directed by F.W.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 in square brackets] (Beowulf vs Fafnir: Ragnorok 2, The Murnau III. [DVD] Burbank. Buena
MAPS: My Active Planning System 10 Referencing92 Revenge, 2010) Vista.
Studyload11 Books94
TV Programmes The latest series of Doctor Who Dr Who Confidential (2010) BBC3,
Same format for radio promises to go back to the early 22 July. 20:00
Moving image 96 programmes 1960s standards of special effects
Electronic information 97 (Dr. Who Confidential, 2010)
Section 2: Teaching & Learning Contexts 20 The Internet 98 such as wobbly sets and bacofoil
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 costumes.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
96
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Electronic information
Section 1: Skills 3 Section 4: Presentation & Communication 86 If you refer to an electronic book, journal article, rather than one printed on paper, you should list the
Skills: An Introduction 4 Getting it right: Correct presentation 87 URL for the source. This is because some pagination in e-books differs from the printed version. You
Why emphasise Skills 5 Communicating with the reader 88 should also give us the date you accessed this resource, as electronic sources can disappear. Its
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 best to get into the habit of cutting and pasting the URL and other details of any electronic resource
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 you come across and then putting in the date, as you go. Trying to retrace your steps later can be
tricky.
Studyload11 Books94
In the text In the bibliography
Moving image 96 Electronic books Ligetis version of Mary had a little Drummer.L (2002) The Theme of
Electronic information 97 lamb (Drummer 2002: 97-99) is the nursery rhyme in contemporary
Section 2: Teaching & Learning Contexts 20 The Internet 98 perhaps best described as electronic music. London: Zounds
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Books. Available at: http://www.
Studio practice 27 Illustrations100 herts.ebrary.drummer2002.caco/
Studio crits 28 Academic conduct 102 phony.html [Accessed 9 November
What is a workshop? 30 The assessment form 106 2007]
What are you looking at? 33 Electronic journal article Lacroixs s approach to designing Blodgett,W. (2005) Felt, feeling the
Same as above, let us pith helmets made of felt has had colonial edge in millinery. Journal
know that you accessed and enormous effect on the Paris of Military Fashion Foibles. [Online]
an electronic version of catwalk (Blodgett 2005). 3(3) Autumn. pp. 50-67. JSTOR.
the article by putting in Available at http:// jstor.journmm.
Plagiarism & collusion quiz 111 the access date. If you com/Blodgett/33/50-67.html
Plagiarism & collusion quiz: Answers 113 found the source in a [Accessed: 14 May 2009]
Section 3: Modes of Assessment 39 particular database
Research: Getting started 40 (such as ArtFullText or
iMaps: the research process 45 JSTOR let us know.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
97
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 The Internet
Section 1: Skills 3 Section 4: Presentation & Communication 86 Here its vital to put all the information you can get. As the Internet is not a stable entity; things come
Skills: An Introduction 4 Getting it right: Correct presentation 87 and go and change rapidly, you need to tell us when you found your information. Therefore you need
Why emphasise Skills 5 Communicating with the reader 88 to state the date on which you accessed a webpage. Put this detail in square brackets.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 In the text In the bibliography
Internet page Lewinsky (2009) states that images Lewinsky, M. (2009) The Oval Office
Studyload11 Books94
author known of ex-US presidents often raise and modern mythology. Available at:
If author unknown use problems of distasteful memories in http//www.monicaspeaks.felatpres.
Moving image 96 the title of the page many viewers com. [Accessed 16 December
Electronic information 97 2009]
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Organisation website The major exhibition of 20th Design Museum (2009) Recent
Studio practice 27 Illustrations100 Things like Government century knitting machines (Design Exhibitions: Knitting Machines.
Studio crits 28 Academic conduct 102 departments, Museums, Museum, 2009) proved that Available at http://www.design-
What is a workshop? 30 The assessment form 106 Crafts Council etc. If an museum.co.uk/recentexhibs/
Creative Arts off campus 31 What to do if you fail 108 abbreviation is common knitone.html [Accessed 12 January
What are you looking at? 33 parlance such as V&A 2010]
for Victoria and Albert
Museum, then use it.
Blogs, discussion In her blog Spooner suggests, Spooner,E. (2009) Blancmange
Plagiarism & collusion quiz 111 groups, etc. Covering oneself in jelly and and performance art, some
Plagiarism & collusion quiz: Answers 113 making barking noises like a seal thoughts. Blog. http://www.
Section 3: Modes of Assessment 39 is where conceptual art is going. blogcentral/spooner56/
Research: Getting started 40 (Spooner 2009) id=ty451qtopic%sillypage=5
iMaps: the research process 45 [Accessed: 2 June 2009]
The academic blog 58 Virtual learning Phillips (2010) shows how to Phillips, I. (2010) How to become
Coming up with questions & titles 61 environments become the most popular tutor in a Tutor of the Year: A quick guide.
Making notes 64 (such as StudyNet) University. http://www.herts.ac.uk/studynet/
Writing an essay 65 staffegoseh/[Accessed 14 August
2010]
Writing a report 73
The visual essay 79
The video essay 82
98
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Newspaper or magazine articles
Section 1: Skills 3 Section 4: Presentation & Communication 86 Again with these if they are electronic versions, please give the URL and date accessed.
Why emphasise Skills 5 Communicating with the reader 88 In the text In the bibliography
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 If the author is known St. James is a great fan of Brian St. James, M. (2008) Why I love
MAPS: My Active Planning System 10 Referencing92 Sewell, as he has such empathy Brian Sewell. The Observer Review.
with so much modern art (St. 21 May 2008. P. 17.
Studyload11 Books94
James 2008)
Moving image 96 If the author is unknown Despite the recession demand for The Guardian (2010) How is
Electronic information 97 art & design courses is still buoyant the slump affecting University
Section 2: Teaching & Learning Contexts 20 The Internet 98 (The Guardian 2010). courses?. 12 April, 2010. p.29.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
99
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Illustrations
Section 1: Skills 3 Section 4: Presentation & Communication 86 Most of the essays you write will deal with art, design and media in some way and therefore will need
Skills: An Introduction 4 Getting it right: Correct presentation 87 illustrations.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Illustrations are visual forms of evidence that you cam use to interrogate the validity of texts. You can
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 use an illustration as evidence to support an argument, or as an example to support what has been
said in one of your source texts.
Studyload11 Books94
Using illustrations also saves you from describing images in too much detail, so that you can focus on
the most relevant details.
Moving image 96
Electronic information 97 Choosing illustrations
Section 2: Teaching & Learning Contexts 20 The Internet 98 Illustrations should be:
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Relevant
Studio practice 27 Illustrations100 Only include illustrations that are significant to your text. Dont bulk out your text with images that
Studio crits 28 Academic conduct 102 are not directly relevant. You should be able to directly refer to every illustration that you use in
What is a workshop? 30 The assessment form 106 your text.
High quality
What are you looking at? 33 Choose images that are clearly reproduced and of a high resolution. You may scan them from
Work experience & placements 35 a book or download them from the web. If you find them online, make sure that they are of a high
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 quality so that detail can be clearly seen in your printout.
Plagiarism & collusion quiz 111 Location of illustrations
Plagiarism & collusion quiz: Answers 113 Illustrations should appear throughout the essay, where they are discussed in the text. Place the
Section 3: Modes of Assessment 39 caption immediately below the illustration.
iMaps: the research process 45 Referring to illustrations in your text
Doing a literature review 54 It is a good idea to number your illustrations (fig. 1, fig. 2, etc.) so that you can refer directly to them
The academic blog 58 in the text. This will ensure that you avoid confusion when you have used more than one image.
Making notes 64 Captions
Every illustration must be accompanied by a caption. Captions can be inserted in Microsoft Word
Writing an essay 65
either by selecting References > Caption, or Insert > Caption.
Writing the essay 70 Your caption should provide details of the image itself, and of its source. You should provide full
Writing a report 73 bibliographic details, as you would in a reference.
The visual essay 79 Generally, a caption will list: figure number name of the artist/author title of the work date size
The video essay 82 and dimensions (for fine art pieces) materials/medium location (if held in a gallery or collection)
bibliographic details of source (book, magazine, website, etc.)
100
Here are some examples:
Painting:
Fig. 1 Frida Kahlo, Tree of Hope, 1945. 56x40.5 cm, oil on maisonite. Collection of
Section 1: Skills 3 Section 4: Presentation & Communication 86 Daniel Filipacchi, Paris. Chadwick, Whitney (1985) Women, artists and Surrealism,
Skills: An Introduction 4 Getting it right: Correct presentation 87 London: Thames and Hudson, colour plate X.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Product:
Fig. 3 Marco Zanuso and Richard Zapper, TS 505, 1964, portable radio, private
collection, Mollerup, Per, Collapsibles: A Design Album of Space-Saving Objects,
London: Thames and Hudson, p. 90.
Studyload11 Books94
Where to go for help 17 Journal articles 95 If you use an image from the web, such as the one below, the in text information should be below the
Moving image 96 image
Research: Getting started 40 Fig 4.1: Philipe Starck : (Source: laurabelielecki.com, 2010)
Doing a literature review 54 In bibliography
The academic blog 58 Laurabielecki.com (2010) Philippe Starck quote. [Online image] Available at http://www.
Coming up with questions & titles 61 laurabielecki.com/blog/interior-design/philippe-stark-quotes-about-design/ [Accessed 17
August 2010]
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
101
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Academic Conduct
Section 1: Skills 3 Section 4: Presentation & Communication 86 It is important that all students are judged on their abilities, and that no student is allowed to unfairly
Skills: An Introduction 4 Getting it right: Correct presentation 87 take advantage over others, to affect the integrity of assessment processes or to diminish quality of a
Why emphasise Skills 5 Communicating with the reader 88 degree from the University of Hertfordshire.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 In essence academic integrity means both staff and students conduct their academic work according
to accepted conventions of good practice, both in their written work and creative practice.
Studyload11 Books94
What is good academic practice?
Good academic practice requires you to develop your:
Moving image 96
Study skills e.g. reading, note taking, summarising, paraphrasing and research
Section 2: Teaching & Learning Contexts 20 The Internet 98 Critical skills of enquiry and evaluation e.g. balanced opinion, reasoning and argument
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Referencing skills e.g. knowing when and how to reference
Studio crits 28 Academic conduct 102 Good academic practice involves:
drawing on research and evidence from writings in your field of study
What are you looking at? 33 discussing and evaluating existing concepts and theories
Work experience & placements 35 demonstrating your understanding of key academic material
developing your own independent evaluation of the topic in question
Plagiarism & collusion quiz 111 constructing your own arguments
Section 3: Modes of Assessment 39 What is bad academic practice?
Research: Getting started 40 Bad academic practice is often caused by failing to understand what is expected and what is
iMaps: the research process 45 allowed/not allowed. Bad academic practices are essentially forms of academic dishonesty. These
Doing a literature review 54 include plagiarism, collusion, fraud, etc.
Plagiarism is representing another persons work as being your own, or the use of another persons
work without acknowledgement. Another persons work includes any written work (including lecture
Making notes 64
hand outs), original ideas, research, strategies, but also art, graphics, computer programmes, music
Writing an essay 65 or other creative expression.
Writing the essay 70 Plagiarism may take the form of:
Writing a report 73 importing into your work phrases from another persons work without using quotation marks or
Spoken presentations 76 identifying the source
The visual essay 79
making a copy of all or part of another persons work and presenting it as your own by failing to
The video essay 82
disclose the source
102
making extensive use of another persons work, either by summarising or paraphrasing the work
merely by changing a few words or altering the order in which the material is presented, without
acknowledgement of the source
the use of ideas of another person without acknowledgement of the source, or the presentation
Section 1: Skills 3 Section 4: Presentation & Communication 86 of work as your own which substantially comprises the ideas of another person
Why emphasise Skills 5 Communicating with the reader 88 When will plagiarism amount to an assessment offence?
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 An assessment offence will have been committed where the extent of the plagiarism is such that a
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 significant element of the submission is not the students own work.
Studyload11 Books94 What amounts to a significant element is a question of both fact and degree that depends upon the
Where to go for help 17 Journal articles 95 circumstances of the particular assessment, upon which ultimately the Schools Academic Integrity
Moving image 96 Advisor will make a judgement. The only way you can be sure that you are not committing an
Electronic information 97 assessment offence is not to plagiarise at all!
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 As plagiarism represents a reduction in the quality and value of the work produced by the student,
Illustrations100 any degree of plagiarism (even if not so significant as to amount to an assessment offence) will
Studio practice 27
inevitably result in a substantial reduction in the grade awarded for the assessment. On these
grounds alone it should be avoided at all costs.
Creative Arts off campus 31 What to do if you fail 108 What should I do if I want to use another persons work?
What are you looking at? 33 If another persons words are used, you should put the words in quotation marks and quote their
Work experience & placements 35 source.
StudyNet38 Further reading 110 If another persons ideas are used then you should quote the source. The term source includes all
Plagiarism & collusion quiz 111 published work such as books, journals and newspapers. It includes information obtained from web
Plagiarism & collusion quiz: Answers 113 sites, photographs, plays, and any use of visual arts such as paintings, designs and drawings.
Research: Getting started 40 Correct use and acknowledgement of all sources will prevent the assessment offence of plagiarism
from occurring. You should, however, be aware that even where materials are acknowledged, or put
in quotation marks where appropriate, extensive copying is unacceptable and will result in a poor
grade. Only by using your own words can you demonstrate your understanding.
Coming up with questions & titles 61 Another form of academic dishonesty is collusion
Making notes 64 Collusion is working together to produce assessed work in circumstances where this is forbidden.
Writing an essay 65 The University regulations define collusion as the representation of work that has been undertaken
Planning the essay 69 jointly with another person(s) as being work undertaken independently of that other person(s)
Writing a report 73 Discussions about issues arising out of your studies including assessed work are acknowledged to
Spoken presentations 76 be an important part of the learning process. However structuring, sharing notes or actually writing
The visual essay 79 up an answer using the same words as another student(s) will amount to collusion.
The video essay 82
It is obviously unwise to make assessed work that you have produced on your own available to other
students for any reason. It may be difficult to establish that your own work was the original source
103
and that it has been copied. Additionally it is an assessment offence to permit or assist another
student to copy or paraphrase your work.
Group assessments
Section 1: Skills 3 Section 4: Presentation & Communication 86 You may be asked to work together on a group assessment. In this event you need to check the
Skills: An Introduction 4 Getting it right: Correct presentation 87 assignment instructions carefully to ascertain whether you are being required to produce individual
Why emphasise Skills 5 Communicating with the reader 88 components or collective work as the outcomes of your group work. In either case the University
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 Regulations require you to state clearly at the end of each piece of coursework submitted for
assessment, the name(s) of any other student with whom you have worked.
What are the penalties for plagiarism and/or collusion?
Studyload11 Books94 The criteria for determining penalties for plagiarism and collusion are set out in the University
Where to go for help 17 Journal articles 95 Regulations in UPR AS14. The Universitys rules and regulations on academic misconduct
Moving image 96 are summarised in the Student Handbook and listed in full in the Academic Regulations for
Electronic information 97 Undergraduate and Taught Postgraduate Programmes (UPR AS 14).
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 All forms of assessment are covered by the regulations on plagiarism and collusion. Academic
Studio practice 27 Illustrations100 offences are not limited to the writing of essays or dissertations but may occur, for example, in
Studio crits 28 Academic conduct 102 respect of student led seminars presentations, computer based projects, designs etc.
Creative Arts off campus 31 What to do if you fail 108 What procedures are followed in event of suspected academic misconduct?
Procedures for dealing with suspected offences are to be found in the University Regulations UPR
AS14.
Where a tutor suspects that an academic offence has taken place, they will annotate the students
StudyNet38 Further reading 110 work, marking up any part(s) of the work they believe to have been plagiarised or copied from
Plagiarism & collusion quiz 111 another student and they will send the marked up copy to the Schools Academic Integrity Advisor
Plagiarism & collusion quiz: Answers 113 for consideration. Students should note that increasingly sophisticated software is now being made
Section 3: Modes of Assessment 39 available to universities for the detection of plagiarism.
iMaps: the research process 45 Remember at registration, you will have signed an agreement to abide by the Universitys
Doing a literature review 54 regulations and you will have acknowledged your understanding of the regulations relation to
The academic blog 58 academic misconduct as described above.
You confirm your understanding of this when you sign the assessment feedback sheet on the
Making notes 64
submission of your course work.
Writing an essay 65
Planning the essay 69 Here are some suggestions to help you develop good academic practices for yourself:
when you take notes from sources, try to express ideas in your own words and clearly indicate
Writing a report 73
where you are paraphrasing and quoting the source
The visual essay 79 plan your study time. Be aware of deadlines and leave plenty of time for the writing stage to
The video essay 82 avoid the need to take short cuts which could lead to bad academic practice
avoid extensive use of materials or quotations from external published sources. To demonstrate
104
your knowledge and understanding, you need to express your thoughts and ideas in your own
words. Only by using your own words can you demonstrate your understanding
the purpose of assessment is to enable you to develop and demonstrate your own knowledge
and understanding of an area of study. It is expected that your work should be informed by, and
Section 1: Skills 3 Section 4: Presentation & Communication 86 refer to the work of others in the field. However all such contributions must be acknowledged in
Skills: An Introduction 4 Getting it right: Correct presentation 87 accordance with conventions of Referencing (see page 92)
As well as references in your bibliography, you should acknowledge another persons s ideas,
practice or words using appropriate conventions of foot/end notes. It is important to make clear
what materials have been taken from other sources and what are your own.
Studyload11 Books94 In group work assignments, please refer to the assignment instructions on how individual
Where to go for help 17 Journal articles 95 contributions to joint work should be identified and will be assessed. If you are in any doubt,
Moving image 96 check with your module tutor
Section 2: Teaching & Learning Contexts 20 The Internet 98 Lastly...You can help yourself get a clear picture of avoid the pitfalls of plagiarism and collusion. Have
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 a look at the exercises at the end of the guide: Plagiarism and Collusion Quiz (page 111).
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
105
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 The Assessment Form
Section 1: Skills 3 Section 4: Presentation & Communication 86 Last but by no means least, before you submit your work, you will need to complete the Assessment
Skills: An Introduction 4 Getting it right: Correct presentation 87 and Feedback form which goes with the assignment. You will find an electronic copy of the form in
Why emphasise Skills 5 Communicating with the reader 88 the Module Information section within the relevant Studynet module pages. This is important so
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 leave yourself time to do it carefully.
The form provides:
Studyload11 Books94 a way of identifying your work
Where to go for help 17 Journal articles 95 an opportunity for reflective self evaluation on what you learned in terms of knowledge and skills
Moving image 96 during the assignment
a channel for discussion with your tutor about your work
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 feedback on the assessment and your attainment
Studio practice 27 Illustrations100 a record of your achievement
What is a workshop? 30 The assessment form 106 This form shows the Module Learning Outcomes which are being assessed in this assignment, and
Creative Arts off campus 31 What to do if you fail 108 includes a text box for your own appraisal of your work, and a text box for comments from tutors
What are you looking at? 33 where they give guidance to you.
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Alongside the Learning Outcomes are a series of boxes which are used by the assessing tutor(s) to
StudyNet38 Further reading 110 show your level of attainment using the Universitys grading system. When you receive a copy of the
Plagiarism & collusion quiz 111 Assessment and Feedback form, the ticks in the boxes indicate, in broad terms, your achievement in
Plagiarism & collusion quiz: Answers 113 each of the Learning Outcomes. This gives you detailed feedback about how well you have learned,
and should enable you to reflect on and plan your study. The comments from tutors will detail some
aspects of your work, and if appropriate, give guidance on improving your work.
iMaps: the research process 45 Below is a step-by-step guide to completing the assessment form:
1. Fill in the form on the computer screen. That way you can make alterations more easily and spell
The academic blog 58 check your self-evaluation comments prior to submission
Making notes 64 2. Complete the top section with your name, pathway point code, level of study and date of
Writing an essay 65 submission. The pathway point code defines your course and ultimately your degree award. For
example the pathway code for BA Animation Level 4 students is DANF4
Writing the essay 70 3. Fill in the date when the assignment is due for submission and Indicate if your work is being
Writing a report 73 submitted within the late period
Spoken presentations 76 4. Before you sign your name in the box marked Student Signature, remember to read the small
The visual essay 79 print beneath. This is a reminder that in signing the form you are confirming that the assignment
The video essay 82 is your own work in accordance with University regulations on academic conduct.
You may be asked to submit this form through Studynet or by e-mail. If you do this you need not
106
sign the form as such, as your e-mail and Studynet password work as your signature, and stands
as the agreement with the small print. If you are submitting the form by e-mail or through
StudyNet enter digital submission in the signature box
5. The Assignment Details with the full module title, its module code, Topic/ Assignment/
Section 1: Skills 3 Section 4: Presentation & Communication 86 Project title and submission deadline will all have been completed by your tutor when setting
Skills: An Introduction 4 Getting it right: Correct presentation 87 the assignment. The box marked Weighting refers to the percentage of the overall module grade
Why emphasise Skills 5 Communicating with the reader 88 allocated to this assignment
6. Your tutor will complete the Assignment Feedback grid by using the performance indicators to
assess your work against the Learning Outcomes on the left hand side of the grid. Please do not
MAPS: My Active Planning System 10 Referencing92 tick these boxes yourself
Studyload11 Books94
Where to go for help 17 Journal articles 95 7. You are invited to complete the Student Self Evaluation box by reviewing what you have learnt
Moving image 96 during this assignment in terms of both knowledge and skills as related to the Learning
Electronic information 97 Outcomes. Write a short comment for each of the learning outcomes, saying where you have
fulfilled the learning outcome in your work and how it has contributed to your learning in the
assignment, in the module and in your studies overall. You may also want to appraise yourself
here, saying how well you think you have done and how well you have learned the skill or
Studio practice 27 Illustrations100 knowledge. It is invaluable to take stock of what you have learned about your learning processes
Studio crits 28 Academic conduct 102 and how you would like to improve next time
What to do if you fail 108 8. Now SAVE the form and make sure you keep a copy on file or memory stick
What are you looking at? 33 9. If you have been asked to make a paper based submission, print out a copy of the assignment
Work experience & placements 35 sheet for each assignment submitted. So, for example, if you have to submit two copies, then
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 print and attach two copies of the assessment feedback form.
StudyNet38 Further reading 110 10. If you are submitting the form through Studynet or by e-mail, upload or send the file
11. Tutors will use the form to complete the assessment process. You will get a copy of the
completed form after the assessment has been done. This may be as printed paper handed to
Section 3: Modes of Assessment 39 you in a feedback tutorial, by e-mail or through Studynet. It is important that you make sure you
Research: Getting started 40 keep a copy of the form when it is returned to you as it is your record of the assessment and of
iMaps: the research process 45 the guidance you were given.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
107
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 What To Do If You Fail
Section 1: Skills 3 Section 4: Presentation & Communication 86 Firstly, dont panic! If you fail your submission for a module, in the first instance, you will normally be
Skills: An Introduction 4 Getting it right: Correct presentation 87 given the opportunity to make up for it.
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 You may have received a failing grade for one of the following reasons:
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 You have not submitted all or part of your work
MAPS: My Active Planning System 10 Referencing92 Poor quality work
Studyload11 Books94
Journal articles 95 Academic misconduct
Moving image 96
Electronic information 97 If you have received a fail (status code: FREFC) for your coursework, this means you have failed to
The Internet 98 meet the minimum criteria for the module. The Module Board will allow you to be referred (that is,
Section 2: Teaching & Learning Contexts 20
reassessed without re-enrolment in the coursework element for this module). To begin the referral
process you should:
Academic conduct 102 Re-read the brief and Learning Outcomes. See if you can identify how your work did not meet the
Studio crits 28
demands of the brief
Creative Arts off campus 31 What to do if you fail 108 Read the feedback given in response to your first essay. This will tell you how you work falls short
What are you looking at? 33 of the required standard.
Work experience & placements 35 Take note of the advice given in your feedback tutorial. This will give you ideas about how you
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 could improve your essay
For extra support, attend writing support workshops for re-submissions. Details of these will be
posted on the C&CS module pages on Studynet
If you have received a fail at referral, you will receive a FREN status code for your coursework. This
Research: Getting started 40 means you have failed to meet the minimum pass criteria for the module. The Module Board will
iMaps: the research process 45 permit re-enrolment. You will be required to catch-up on everything that you have missed, and will
Doing a literature review 54 help you to refine your skills and knowledge. Many students who have to repeat a module go on to
The academic blog 58 achieve better grades than they might have done otherwise.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
108
further sources
of help & advice

Studyload11 Books94
Moving image 96
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
109
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Further Reading
Section 1: Skills 3 Section 4: Presentation & Communication 86 Barrass, R. (1995) Students Must Write: a Guide to Better Writing in Coursework and
Skills: An Introduction 4 Getting it right: Correct presentation 87 Examinations, London: Routledge.
Burns, T. & Sinfield, S (2008) Essential Study Skills: The Complete Guide to Success at
University, London: Sage.
MAPS: My Active Planning System 10 Referencing92 Chambers, E. & Northedge, A. (2009) The Arts Good Study Guide, Milton Keynes: Open
Studyload11 Books94 University.
Where to go for help 17 Journal articles 95 Clanchy, J. & and Ballard, B. (1998) How to Write Essays: a practical guide for students,
Moving image 96 Melbourne: Longman.
Cottrell, S. (2008) The Study Skills Handbook, Basingstoke: Palgrave Macmillan.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 du Boulay, D. (2009) Study Skills for Dummies, London: John Wiley & Sons.
Studio practice 27 Illustrations100 Greetham, B. (2008) How to Write Better Essays, Basingstoke: Palgrave Macmillan.
Mann, S. (2011) Study Skills for Art, Design and Media Students, Harlow: Longman.
Creative Arts off campus 31 What to do if you fail 108 Northedge, A. (2008) The Good Study Guide, Milton Keynes: The Open University.
What are you looking at? 33 Soles, D. (2005) The Academic Essay: how to plan, draft, revise and write essays, Abergele:
Work experience & placements 35 Studymates.
i-Spy bite-size tutorials on research and planning skills, in Learning Resources on the top
lefthand of the tool-bar on your StudyNet portal, or follow this link (you will need to log in):
Plagiarism & collusion quiz 111 http://www.studynet.herts.ac.uk/ptl/common/LIS.nsf/lis/ispy
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
110
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 PLAGIARISM AND COLLUSION QUiz
Section 1: Skills 3 Section 4: Presentation & Communication 86 [Source: Ruth Barrett, A tutorial on plagiarism and collusion. Appendix 1, Journal for the
Skills: An Introduction 4 Getting it right: Correct presentation 87 Enhancement of Learning and Teaching, University of Hertfordshire, Hatfield, vol. 2, issue 1, 2005,
Why emphasise Skills 5 Communicating with the reader 88 p. 47-8, with slight amendments.]
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 This exercise is to help you clarify your ideas about what is acceptable practice in assessments (e.g.
the extent to which you can work together or can use another persons work) and what constitutes
cheating. Some simple definitions are given below:
Studyload11 Books94
Plagiarism
Moving image 96 Representing another persons work as being your own or using another persons work without
Electronic information 97 acknowledgement.
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 Collusion
Studio practice 27 Illustrations100 Working together to produce assessed work in circumstances where it is forbidden.
What is a workshop? 30 The assessment form 106 How to do the questionnaire
Creative Arts off campus 31 What to do if you fail 108 Study the following scenarios about an individually assessed assignment. Provide an answer to each
What are you looking at? 33 of the questions after each scenario by ticking either Y (Yes) or N (No). There should be only one yes
for each scenario.
Scenarios
Plagiarism & collusion quiz 111 1. Student A finds a good source of information and tells student B about the source. They talk
about it. They write the assignment independently using this information and identify the source
in their texts.
Section 3: Modes of Assessment 39 Is this acceptable? Y N
Research: Getting started 40 If N: Is this plagiarism? Y N Is this collusion? Y N
Doing a literature review 54 2. Student A and student B find the same source of information independently. They write the
assignment independently and both use exact words from the source without identifying the
source in their texts.
Is this acceptable? Y N
Making notes 64 If N: Is this plagiarism? Y N Is this collusion? Y N
Writing an essay 65
Planning the essay 69 3. Student A doesnt know how to start the assignment and so asks student B who helps him by
showing him his own work. Student A writes up the assignment in his own words but there are
some similarities with student Bs work.
Writing a report 73
Spoken presentations 76 If N: Is this plagiarism? Y N Is this collusion? Y N
The visual essay 79
The video essay 82
111
4. Student A doesnt know how to start the assignment and so asks student B who helps him and
gives him a disc of his own work. Student A changes student Bs work and adds some of his own
material.
Section 1: Skills 3 Section 4: Presentation & Communication 86 If N: Is this plagiarism? Y N Is this collusion? Y N
Skills: An Introduction 4 Getting it right: Correct presentation 87 5. Student A knows that student B is very good at the subject and asks student B for some help.
Why emphasise Skills 5 Communicating with the reader 88 Student B goes through student As work pointing out mistakes and suggesting ways of tackling
Learning to learn: Getting started 7 Presentation for handing in: Level 4 & 5 essays 90 them. Student A changes his work using some of student Bs advice.
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 Is this acceptable? Y N
MAPS: My Active Planning System 10 Referencing92 If N: Is this plagiarism? Y N Is this collusion? Y N
Studyload11 Books94 6. Student A knows that student B is very good at the subject and asks student B for some help.
Where to go for help 17 Journal articles 95 Student B goes through student As work pointing out mistakes and telling student A the correct
Moving image 96 answer. Student A changes his work and puts in student Bs ideas.
Electronic information 97 Is this acceptable? Y N
Section 2: Teaching & Learning Contexts 20 The Internet 98 If N: Is this plagiarism? Y N Is this collusion? Y N
7. Student A knows that student B is very good at the subject. Student A finds student Bs work on
Studio practice 27 Illustrations100 the printer and takes it. Student A retypes Bs work and makes some changes.
Studio crits 28 Academic conduct 102 Is this acceptable? Y N
What is a workshop? 30 The assessment form 106 If N: Is this plagiarism? Y N Is this collusion? Y N
8. Student A and student B find the same source of information independently. Each writes
the assignment independently using the source of information by changing a few words. They
Work experience & placements 35 acknowledge the author but do not put quotation marks around the text.
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 Is this acceptable? Y N
StudyNet38 Further reading 110 If N: Is this plagiarism? Y N Is this collusion? Y N
9. Student A and student B work together to produce the assignment sharing an electronic copy of
the work. They produce similar but not identical work.
Section 3: Modes of Assessment 39 Is this acceptable? Y N
Research: Getting started 40 If N: Is this plagiarism? Y N Is this collusion? Y N
Doing a literature review 54 10. Student A and student B talk about the assignment together and each makes their own notes.
They write the assignment independently.
If N: Is this plagiarism? Y N Is this collusion? Y N
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
112
SCHOOL OF CREATIVE ARTS Study skills handbook 2011/12 Plagiarism and collusion quiz: Answers
Section 1: Skills 3 Section 4: Presentation & Communication 86 [based on Barrett, A tutorial on plagiarism and collusion, p.46]
Skills: An Introduction 4 Getting it right: Correct presentation 87 1. Acceptable. Both identify the source and produce their assignments independently, so there is no
Why emphasise Skills 5 Communicating with the reader 88 plagiarism or collusion.
2. Not acceptable. This is plagiarism because the quoted source is not identified, but it is not
The importance of reflection 9 Presentation for handing in: Level 6 essays 91 collusion because done independently.
Studyload11 Books94 3. Acceptable, but only just, because student A used his own words. Showing your work to others
Journal articles 95 should be done with caution to avoid copying and possible accusations of collusion.
Moving image 96 4. Not acceptable. This is both plagiarism, on the part of student A, and collusion between the two
Electronic information 97 students.
Section 2: Teaching & Learning Contexts 20 The Internet 98 5. Acceptable, but only just. It is not quite collusion because student B makes suggestions rather
When is a lecture not a lecture? 21 Newspaper or magazine articles 99 than providing answers to be copied, and it is not plagiarism because student A is using advice
Studio practice 27 Illustrations100 to produce his own ideas.
6. Not acceptable. This is collusion on the part of both students, and also, effectively, plagiarism on
the part of student A, since the source for the ideas is not acknowledged.
What are you looking at? 33 7. Not acceptable. This is not only physical theft, but also intellectual theft. Plagiarism is a form of
Work experience & placements 35 theft.
Ethics: Working with others 36 Section 5: Further Sources of Help & Advice 109 8. Not acceptable. This is plagiarism because, while the source is cited, there is no way of
StudyNet38 Further reading 110 distinguishing between the quoted material and the students own words, but it is not collusion
Plagiarism & collusion quiz 111 because done independently.
Plagiarism & collusion quiz: Answers 113 9. Not acceptable. This is collusion between the two students and also a sort of mutual plagiarism
Section 3: Modes of Assessment 39 because neither student acknowledges the contribution made to the work by the other.
10. Acceptable. This scenario does not deal with use of information sources, so the question
about plagiarism is not applicable. It is not collusion because although the students discuss the
Doing a literature review 54 assignment, they work on it independently.
Making notes 64
Writing an essay 65
Writing a report 73
The visual essay 79
The video essay 82
113

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