1. Campus Session 2
BAPP WBS3760 The Final Module
19th October 2011
Paula Nottingham
Adesola Akinleye
Rosemary McGuinness
Alan Durrant

3. Agenda
Introduction
Reviewing questions about the Inquiry
Professional Artefact
Break
Writing up the Critical Review Group exercises
Plenary
Time for individual questions with Advisers

4. Introduction
• This is the 4th week of the semester (12 weeks total) -
schedule the work for BAPP (Arts) and work with your
adviser in the drafting process, it should be challenging….
• Some staff may be away for part of next week (half term for
schools) – they will let you know
• Engagement and negotiating the time and resources at
work needed to complete the coursework – this is part of the
learning process that you can talk about in your reflection
• Student Reps – we have had 2 volunteers

6. Reviewing questions about the Inquiry
How can your adviser discussions help you see where
you are in the process? Going over the process helps.
How does your inquiry relate to your inquiry plan? There
should be some relationship – there could be changes –
explain them in your writing
Deadlines for drafts what are they and when are they?
(differing dates for different advisers?) Please contact
your adviser
Blogging – why aren’t people blogging? Getting feedback
from your peers by blogging about your inquiry process.
Suggestions… see the next slide…

7. Suggestions for blogs or SIG activity
Suggestions for blog titles:
• Commentary on discussions with your peers on the BAPP (Arts)
programme
• A conversation with professional externals to the BAPP (Arts)
network – put up their thoughts or have them comment
• Thoughts about your artefact – what is it and who is your audience
– is is a product or a work in progress?
• Summary of your main project findings in 100 words or less,
what do you think is the main benefit of your findings
• Reflections on working collaboratively using social media
• Critical reflection on your learning across the BAPP (Arts) course.
• Thoughts and plans for your oral presentation

8. Stages and steps to completing module
This may not be in this exact
order but see where you are…

10. Final Module 3 Assessment
Part 1: The Critical Review
primarily written (with illustrations if appropriate)
the process you have used to explore a topic using
social science and sector based approaches
think about conventions and vocabulary

11. Writing with style and purpose
The Elements of Style (1959) Strunk and White
Chapter II Elementary Principles of Compositions
A basic structural design underlies every kind of
writing. The writer will in part follow this design, in
part deviate from it, according to his (sic) skills, his
(sic) needs, and the unexpected events that
accompany the act of composition. Writing to be
effective, must follow closely the thoughts of the
writer, but not necessarily in the order in which
those thoughts occur.
Shaping the writing according to your needs.

12. Effective Writing Exercise
Read out a sample of writing from Berger
Discussion
Hints for effective writing from summer workshop
Discussion about drafting the ‘thinking’ that you have
done for your inquiry

13. Effective Writing Exercise
John Berger (1977) Ways of Seeing, British Broadcasting Service, p. 10.
Images were first made to conjure up the appearances of something that was
absent. Gradually it became evident that an image could outlast what it
represented; it then showed how something or somebody had once looked – and
thus by implication how the subject had been seen by other people. Later still the
specific vision of the image-maker was also recognised as part of the records. An
image became a record of how X had seen Y. This was the result of an
increasing consciousness of individuality, accompanying and increasing
awareness of history. It would be rash to try to date this last development
precisely. But certainly in Europe such consciousness has existed since the
beginning of the Renaissance.
No other kind of relic or text from the past can offer such direct testimony about
the work which surrounded other people at other times. In this respect images
are more precise and richer than literature. To say this is not to deny the
expressive or imaginative quality of art, treating it as mere documentary
evidence; the more imaginative the work, the more profoundly it allows us to
share the artist’s experience of the visible.

14. Effective Writing Exercise
Reading aloud what has been written is a good way to
understand it. This can be done with your own writing…
Berger’s argument is quite specific… what is it?
Ideas about this do not always come out in an orderly
fashion – but your job is to reorder them (like Strunk and
White suggest) to make sense of the argument.
In you own drafting and editing processes – reordering and
‘shaping’ the text strives to make it more meaningful and
more concise.

15. Effective Writing
Strunkand White example on the issue of wordiness (1959, p. 19)
Macbeth was very ambitious. This led him to wish to become king of
Scotland. The witches told him that this wish of his would come true. The
kind of Scotland at this time was Duncan. Encouraged by his
wife, Macbeth murdered Duncan. He was thus enabled to succeed
Duncan. He was thus enabled to succeed Duncan as king, (51 words)
Encouraged by his wife, Macbeth achieved his ambition and realized the
prediction of the witches by murdering Duncan and becoming king of
Scotland in his place, (26 words)

16. Part 1: A Critical Review
• Introduction - relevant to the context of the inquiry and how it
relates to your workplace orcommunity of practice
• Evaluation of the Inquiry Process - practitioner research tools
used (observation, surveys,interviews, focus groups), the literature
review, the ethical implications and other activitiesundertaken as a
part of the process (e.g. performances, workshops, trying out
newstrategies, etc.)
• Analysis: your findings (what you found out from the data you
gathered) and your analysis of the findings compared to your
literature and earlier perceptions of the topic, conclusion of this
stage, what implications/benefits/impact did your inquiry have? Did
you conduct any activities/events/interventions that used what you
found out in your practice?, and possible further inquiry topics…
• Critical Reflection - a critical self-analysis of thelearning journey
based on your learning journal

17. Thinking it through group exercises
• In groups of two – listen to your partner’s accounts of their
Introduction to their Critical Review
• Write down what your partner is saying – concentrating on the main
points and the aspects of what they say that are significant
• In groups of two (different partners)– listen to your partner’s
accounts of their Evaluation of the Inquiry Process to their Critical
Review
• Write down what your partner is saying – concentrating on the main
points and the aspects of what they say that are significant
• Doing this oral exercise will mean that you have started to draft your
critical review through an oral process.

18. The Critical Review structure
• Title Page
• Introduction – 500 words Indicative
• Evaluation of the Inquiry Process – 2500 words
• Analysis of the Findings – 2500 words
• Critical Reflection – 500 words
• Bibliography and Appendices
• Supporting Evidence could consist of appendices
including: blog texts, visualevidence, blank consent form,
blank questionnaires, interview questions, observation grids,
etc. Please note: each appendix should be cited (e.g.
Appendix 1) inthe Critical Review. Any online materials must
be accessible (compatible format) or available for download
(dated prior to submission date). A digital version of this
document should besent to the WBL Administrator, with your
Academic Adviser cc’d.

19. Date for submitting this semester
Submission by 9th Jan 2012 – paper copy posted to Avni and a
digital version sent to the new BAPP
This is for the Critical Review and Professional Artefact as the Oral
Presentations will be due the 30th and 31st January 2012 with
morning and/or afternoon sessions to be attended by advisers and
BAPP (Arts) peers
(if this is not possible – you need to discuss this with your academic adviser so that they
can help you decide on the best course of action)
Digital Submissions: back-up versions of your work. Refer to the module
handbooks for any specific assessment criteria
THIS YEAR SENT TO: BAPP@mdx.ac.uk
Please label these with your name and module code when sent as attachments. Also
make sure these are in a readable format (like Word).

20. Plenary
List of main points that we learned from today’s session.
Blogging is part of the assessment for the course and the learning
strategies you are developing through your interaction with the BAPP (Arts)
network. The act of sharing, receiving and giving, discussion commentary
with your peers is important. It is great if you are also using the BAPP
contacts in other feedback sessions etc. as well.
See Adesola’sand others blogs about the artefact– it is not an add on but
an integral part of what you have learned about during the degree.
The critical review is a more formal and conventional reporting of the
professional inquiry, but it should be written to present a lively critical
argument about your topic and point of view. Because it is reporting on
primary ‘research’ or inquiry, it has certain conventions that are spelled out
in the handbook. See Paula’s blog for more hints about effective writing.

21. TIME WITH ADVISERS