Genre(s) in the discipline of Design Clare Maxwell University of Leeds

Background ‘Bespoke’ in-sessional provision for School of Design: Participants: international PGT Masters students, selected according to ‘perceived need’ Timing: Semester 1, 16 hours (8 weeks, 2 hours p/w) Main focus: reading and writing (reading into writing) Programmes: MA Design; MA Advertising and Design; MA Fashion, Enterprise and Society; MA Design Future Society; MA Global Fashion Management; MSc Textiles

My initial approach Identification of needs through (fairly limited) discussion with (some!) Masters programme leaders, and studying (some!) module handbooks Focus on key academic language and skills needed in the various stages of academic writing tasks Materials created using design-specific reading materials, and, to some extent, awareness of assessment tasks Students invited to bring both reading and writing texts to work with/on in class

The nature of a practice-based, creative discipline Academic Creative Vocational

Writing in the discipline Academic Formal, ‘unambiguous’, rigorous, structured Creative Expressive and original Vocational Professional and practical ‘Practice-based’ disciplines need to gain recognition within the academy and assert their “academic legitimacy” (Candlin, 2000; Melles & Lockheart, 2012) Academic staff often from professional backgrounds (Melles & Lockheart, 2012) Fits with increased emphasis on employability skills and future needs of students. The creative nature of the discipline may influence expectations in all areas of students’ work. The importance of presentation and the use of graphics.

Assessed writing tasks “Dissertation” Reflective report Creative project report “Essay” Critique Case study analysis Annotated bibliography Literature review Portfolio Reflective log, journal, essay Project or study proposal

Observations ‘Essays’ are generally not ‘essays’, but might be reports, critiques, or case study analyses. Many written assignments are ‘professional’ in nature, but have academic features and sub-genres (abstract, literature review etc) Students are expected to write in a formal, academic style. Criticality is generally demonstrated (and assessed) through evaluation supported by the application of design principles and theory (secondary research). The (personal) evaluation of students’ own designs is expected to be supported both through primary and secondary research.

Moving forward Move towards a more genre-based approach, explicitly focusing on the moves, structure and language of required genres and sub-genres Modify materials to align skills & tasks more closely to both short-term assessment and long-term work needs Incorporate an increased focus on language through reading to writing strategies

References Candlin, F. 2000. Practice-based doctorates and questions of academic legitimacy. London: Birkbeck ePrints. [Online]. 19(1) pp.96-101. [Accessed 28 March 2018]. Available at: http://eprints.bbk.ac.uk/737 Melles, G. & Lockheart, J. 2012. Writing purposefully in art and design. Responding to converging and diverging new academic literacies. Arts and Humanities in Higher Education. [Online]. 11(4) pp.346-362. [Accessed 30 October 2017]. Available at: http://journals.sagepub.com/doi/pdf/10.1177/1474022211432116 School of Design. 2016. Module Handbook. [Accessed through Minerva] DESN5100M Research Methodology. University of Leeds. [Accessed 22 May 2017]