Critical Practice: Graphics and Illustration

(GRAP 2022) – Critical reading and writing

Rita Frangiosa

Language and Learning Adviser (EASS)

Learning and Teaching Unit

Aims of session

• Overview of assignment requirements

• Argumentative essays – what’s involved?

• Essays

• Critical thinking in reading

• Critical thinking in writing

Critical thinking and it’s application in

Assignment 3

Consider how it fits into this course’s assignments.

Information in Course Outline sheds light on this. Think about:

· Which course objective(s) is the assignment linked to?

· What does this mean in terms of what you will need to focus on?

Being aware of this puts you in a better position to answer the

question.

What is being assessed – Course Outline

For this assignment , all 3 Course Objectives (COs) are being assessed:

CO1. Discuss the development of design practice in relation to its theory

and theoretical concepts

CO2. Identify significant social and technological factors that have

shaped design practice in historical areas

CO3. Demonstrate a critical awareness of past and present issues

influencing current practice

Assessment #3 – Argumentative essay (Aim)

To produce a piece of written work that is an informed critical analysis of an

existing published piece (or body of work) of visual communication.

• Place that work in its social and historical context to analyse its

relevance, purpose, and effectiveness within that context as well as

the intent and position of the work, the client and the designer

through the discourses that surround and are interwoven in relation

to the selected work.

• Demonstrate … a theoretical approach to and critical awareness of

social conditions, technological factors and/or historical

circumstances that have influenced and/or are reflected in design

practice and design discourse.

Assessment #3 – Argumentative essay (Method)

Investigate several pieces of contemporary visual communication that interest you

and then settle on one to examine in depth.

Consider when and for whom it was produced and in what ways that may have

impacted the design process, the designer's position and the outcome. Consider:

• Is it effective in the light of its context of use?

• In what way has it considered the audience or has it fallen short? Is it

contextually appropriate? How and why?

• Is it evident that the designer used valid research methods? How? What may

have informed and/or limited these methods (e.g. psychology, linguistics,

sociology, history, cultural factors, social and economic conditions)?

• Is the designer present in the work? In what way? What might this positioning

imply about her/his role and/or approach, or place in history?

Assessment #3 – Argumentative essay (Method)

• To write a coherent and well-structured essay, you must use an outline.

• Use your outline to build and present your argument in a logical way.

• Initial drafts of your outline are likely to be short and state only your basic

framework.

• Build up your argument by adding more specific claims and include the

evidence used to support your claims in your outline.

• Be sure to support all claims with evidence and consider how you might

refute contradictory arguments.

• The more detail you include in your outline as you produce subsequent

drafts, the easier it will be when you begin drafting your final essay.

What is meant by an argumentative essay?

An argumentative essay is:

… a persuasive piece of writing which presents an informed position on

an analysed topic and then:

- develops, explains and supports this based on evidence from

reliable and academic sources. (So that it is clear why and how

the writer has developed that point of view).

- all acknowledged using a referencing system.

The writer has to be:

• objective, precise, logical

• concerned to show the strength of the evidence

• open minded and able to see other points of view.

Thinking involved in addressing the task (1)

• think broadly - helps you see the big picture.

- consider different points of view on the topic

- brainstorm and arrange possibilities

e.g. ‘What are the social conditions that have influenced design practice

and design discourse’ ; ‘Which sources have this info.?’

• think critically about what you read.

- evaluate the reliability of the sources

- examine the arguments provided in detail

- ask critical questions

e.g. ‘Is one writer/theorist more relevant to the body of work chosen?

Why? How?’ ; ‘Are there other elements of the argument which may be

more or equally important?’

Thinking involved in addressing the task (2)

• think analytically - connect evidence directly to the question or the

task. So:

- avoid just stating the evidence; explain how it is relevant or

significant to the question

- plan, read and take notes thinking this way.

e.g. ‘How does this body of work reflected the social conditions

reflected in design practice/ discourse? In what ways does it do this?’

What’s the link between

critical thinking and essay writing?

To show critical thinking in an argumentative essay, need to show that

you can:

• see where there are similarities and differences between various

points of view

• identify contentious issues

• apply the ideas in different contexts

What critical thinkers do:

Reason – looking at implications of information & giving reasons for

opinions;

Enquire – systematically collect information from a variety of sources;

Analyse – sort, classify and compare ideas;

Are Flexible – transfer known information to another area and accept

multiple answers, and

Evaluate – judge credibility of resources, locate inconsistencies and faulty

reasoning.

Skills are also associated with the ways learners approach tasks.

In assignment writing, need to read sources then sort, classify and

compare the ideas before using them in your assignment.

Critical reading vs critical thinking – how

different? Critical reading and critical thinking work together.

- Critical thinking allows us to monitor our understanding as we read.

On the other hand, critical thinking depends on critical reading.

- can think critically about a text (critical thinking), only if you have

understood it (critical reading).

- may choose to accept or reject a presentation, but must know why.

How to make it an informed critical analysis?

To demonstrate a consistent , well structured point of view and be

persuasive - need to categorise ideas carefully.

Spend time thinking, analysing, planning and organising.

1. Analysing the task and question – will need to go back to this more

than once (see ‘Model of essay writing process’).

2. Reading broadly

- familiarise yourself with issues being discussed.

3. Tentatively committing to your position

May change or alter slightly after more reading

Models of essay

writing process

Essay writing - not usually a

linear process - can involve

a lot of backtracking (or

looping).

Image taken from:

Marshall, L 1999, A Learning Companion (3rd edn), Murdoch University, Perth,

p.259.

How to make it an informed critical analysis?

4. Reading narrowly for specific detail

If taking notes, note why you are recording information. Ask:

“In which section of my essay will I use this information?” or

“What point of my argument will this evidence support/refute?”

5. Make a more specific plan - develop an outline for essay body.

6. Write a draft

7. Revise and edit

- Edit work critically, make notes before completing final version.

Feeling stuck? Brainstorm ideas!

What ideas come to mind that you might need to address?

What terms/concepts do you need to define?

Which writers/ theories/ etc. do you need to refer to?

Which key text/sources need to be included?

What guidance/guiding questions have you been given?

How to support the claims I am making?

What other questions would help in your brainstorming?

Can some be grouped together? Is there a common theme to the grouping?

What order/structure would take the reader through the argument in a logical way?

This becomes the beginnings of the outline/plan for essay. Use it to see:

• how you might structure your essay and

• where there may be gaps in what you know or your argument.

Steps to a well structured paragraph

Group or categorise information into themes - becomes 1 paragraph.

Each paragraph argues one point to support overall point of view - all of

the information relevant to that point is in the same paragraph.

For each paragraph decide:

· what is the main point you want to make?

· what is the evidence/ theory/ research supporting this point?

· write a topic sentence for each point.

Gaps in evidence? Go back, do more reading and note-taking.

Structuring the essay Introduction: ≈ 10% of word limit – Write after writing body

• Start with some general or background statements on topic

• Defines the scope (what your paper will include)

• Include your main idea/argument/position/thesis statement

• Indicate how you intend to answer the question

• Define key terms if necessary

Body: ≈ 80% of word limit

• A series of points that support the main idea

• Develop each point as a paragraph

Conclusion: ≈ 10 % of word limit

• Summarise the main points

• Restate your thesis statement

• Show how you have ‘answered the question’

Source unknown

Achieving cohesion in writing

Keep in mind that 1 paragraph = 1 idea

Begin each paragraph with a topic sentence which states the main

idea of that paragraph. (What point are you making in this paragraph?)

Supporting sentences (evidence, explanations, etc.) expand on the

topic sentence then need to be arranged in a logical order.

Ideas should be linked by the use of appropriate connectors which

clearly show the relationship between the ideas in sentences.

Linking ideas – connectors and linking words

Use words from the question to give a cohesive framework to answer.

Clarify the relationship between ideas. Use words (signposts) that

express that relationship e. g. an example of this is …, by way of

contrast…, a further development was…

See ‘Words and phrases used to structure the line of reasoning’

(Cottrell 2005, p. 178).

Use known information (that connects with previously discussed ideas)

at the beginning of sentences; introduce new information later in the

sentence.

Refer explicitly to previously given information e.g. a variation on this

theme …

a) Englis proposes “the nature of beauty is entirely dependent upon the contents

of human consciousness.”4

b) Goines, Englis and Forbes all argue that what is defined as beautiful is “culture-

bound”.5

c) Thus beauty ideals and the subsequent representations reflect the historical and

social context of a culture, particularly “social priorities,”8 gender roles and “the

dominant ideology at a certain moment.”9

d) Although there are valid attributes such as symmetry, the dramatic changes in

beauty ideals over time and the variations between cultures indicate that beauty

ideals are cultural constructs.7

e) Firstly, it is important to understand why ideal beauty is a cultural construct and

to do this, the nature of beauty itself and the relevant discussions must be

understood.

f) Englis takes this a step further arguing that thus ideal beauty is not only culture

bound, it is culturally constructed.6

g) This cultural construct of ideal beauty dominates the scientific ideas of biological

physical attractiveness.

How

would you

re-order

the

sentences

to produce

a cohesive

piece of

writing?

Correct

order:

e, a, b, f,

g, d, c,

e) Firstly, it is important to understand why ideal beauty is a cultural construct and

to do this, the nature of beauty itself and the relevant discussions must be

understood.

a) Englis proposes “the nature of beauty is entirely dependent upon the contents

of human consciousness.”4

b) Goines, Englis and Forbes all argue that what is defined as beautiful is “culture-

bound”.5

f) Englis takes this a step further arguing that thus ideal beauty is not only culture

bound, it is culturally constructed.6

g) This cultural construct of ideal beauty dominates the scientific ideas of biological

physical attractiveness.

d) Although there are valid attributes such as symmetry, the dramatic changes in

beauty ideals over time and the variations between cultures indicate that beauty

ideals are cultural constructs.7

c) Thus beauty ideals and the subsequent representations reflect the historical and

social context of a culture, particularly “social priorities,”8 gender roles and “the

dominant ideology at a certain moment.”9

Markers which help

identify sequence

and development of

content:

- Topic sentence –

general intro.

identifies what

paragraph will

cover.

- Englis gives a

general defn of

beauty

- 3 authors identify

beauty as culture

bound

- Englis builds on

beauty being

“culture bound” to

being “culturally

constructed”

- Links beauty to

biological physical

attractiveness and

one of biological

physical

attractiveness

features

(symmetry)

- Reinforces

argument of how

and why beauty

ideals reflect

historical and

social contexts of

a culture.

Critical/analytical writing

Identifies the significance

Evaluates (judges the value) strengths and weaknesses

Weighs one piece of information against another

Makes reasoned judgements

Argues a case according to evidence

Shows why something is relevant or suitable

Indicates why something will work (best)

Indicates whether something is appropriate or suitable

Identifies why the timing is important

Weighs up the importance of component parts

Gives reason for the selection of each option

Evaluates the relative significance of details

Structures information in order (e.g. of importance)

Shows the relevance of links between pieces of information

Draws conclusions Source:

Learnhigher 2012.

Content

Writing presents a case by providing reasons, using evidence, comparing and evaluating

arguments. Minimum background information is used and only essential details are included.

Description is kept to a minimum.

A sense of

audience

The audience is always kept in mind. Aim of an argument is to persuade others by anticipating points of disagreement and providing evidence to counter potential opposing positions.

Clarity Aim is to convince the reader - writing must be clear and concise, avoiding emotional language and jargon.

Analysis Analytical writing looks at the evidence in a detailed and critical manner weighing up strengths

and weaknesses of evidence and making it clear to the reader how the writer has arrived at the conclusions.

Selection Skilful writers select only the most important or controversial points to examine in detail and regularly summarise the arguments that they are expressing.

Sequence Information is sequenced in a way that helps the reader to understand the line of reasoning.

Logical

order

Good critical writing selects and orders points in a logical order usually starting with those points that support the main argument.

Group similar points

Similar points should be grouped together in such a way that it makes the text easy to read.

Signposting Good critical writing leads the reader through the argument using signpost words to help them know where they are in the sequence of the argument.

Characteristics of critical, analytical writing (adapted from Cottrell 2005, pp. 168–169)

Firstly, it is important to understand why ideal beauty is a cultural construct and to

do this, the nature of beauty itself and the relevant discussions must be understood.

Englis proposes “the nature of beauty is entirely dependent upon the contents of

human consciousness.”4 Goines, Englis and Forbes all argue that what is defined

as beautiful is “culture-bound”.5 Englis takes this a step further arguing that thus

ideal beauty is not only culture bound, it is culturally constructed.6 This cultural

construct of ideal beauty dominates the scientific ideas of biological physical

attractiveness. Although there are valid attributes such as symmetry, the dramatic

changes in beauty ideals over time and the variations between cultures indicate

that beauty ideals are cultural constructs.7 Thus beauty ideals and the subsequent

representations reflect the historical and social context of a culture, particularly

“social priorities,”8 gender roles and “the dominant ideology at a certain moment.”9

One such example with a particular graphic link to social priorities is Prada’s Candy

advertisement (fig.1). This design places black bars along the top and bottom

suggestive of a wide screen film, which refers to the ideal beauty of actresses. The

image may also be read as ‘eye candy’ because of the designer’s placement. So

the social priorities this advertisement taps into are the importance of beauty as a

means of success and a quality to be admired.

Firstly, it is important to understand why ideal beauty is a cultural construct and

to do this, the nature of beauty itself and the relevant discussions must be

understood. Englis proposes “the nature of beauty is entirely dependent upon

the contents of human consciousness.”4 Goines, Englis and Forbes all argue

that what is defined as beautiful is “culture-bound”.5 Englis takes this a step

further arguing that thus ideal beauty is not only culture bound, it is culturally

constructed.6 This cultural construct of ideal beauty dominates the scientific

ideas of biological physical attractiveness. Although there are valid attributes

such as symmetry, the dramatic changes in beauty ideals over time and the

variations between cultures indicate that beauty ideals are cultural constructs.7

Thus beauty ideals and the subsequent representations reflect the historical and

social context of a culture, particularly “social priorities,”8 gender roles and “the

dominant ideology at a certain moment.”9 One such example with a particular

graphic link to social priorities is Prada’s Candy advertisement (fig.1). This

design places black bars along the top and bottom suggestive of a wide screen

film, which refers to the ideal beauty of actresses. The image may also be read

as ‘eye candy’ because of the designer’s placement. So the social priorities this

advertisement taps into are the importance of beauty as a means of success

and a quality to be admired.

Identifying

‘group similar

points’

(Cottrell 2005)

- Presents a

case by

providing

reasons,

using

evidence,

comparing

and

evaluating

arguments.

- Only

essential

details

included.

- Description

kept to a

minimum.

Firstly, it is important to understand why ideal beauty is a cultural construct and

to do this, the nature of beauty itself and the relevant discussions must be

understood. Englis proposes “the nature of beauty is entirely dependent upon

the contents of human consciousness.”4 Goines, Englis and Forbes all argue

that what is defined as beautiful is “culture-bound”.5 Englis takes this a step

further arguing that thus ideal beauty is not only culture bound, it is culturally

constructed.6 This cultural construct of ideal beauty dominates the scientific

ideas of biological physical attractiveness. Although there are valid attributes

such as symmetry, the dramatic changes in beauty ideals over time and the

variations between cultures indicate that beauty ideals are cultural constructs.7

Thus beauty ideals and the subsequent representations reflect the historical and

social context of a culture, particularly “social priorities,”8 gender roles and “the

dominant ideology at a certain moment.”9 One such example with a particular

graphic link to social priorities is Prada’s Candy advertisement (fig.1). This

design places black bars along the top and bottom suggestive of a wide screen

film, which refers to the ideal beauty of actresses. The image may also be read

as ‘eye candy’ because of the designer’s placement. So the social priorities this

advertisement taps into are the importance of beauty as a means of success

and a quality to be admired.

Identifying

‘signposting’

(Cottrell 2005)

- leads the

reader through

the argument

using signpost

words to help

them know

where they are

in the sequence

of the

argument.

Additional resources

‘L3 Student resources hub’ (‘Assignments’, ‘Learning at Uni’ and

‘Improving your academic skills’):

https://lo.unisa.edu.au/course/view.php?id=4074

Cottrell, S 2005, Critical thinking skills, Palgrave McMillan, UK.

Mason, M (ed.) 2009, Critical thinking and learning, Wiley-Blackwell,

USA.