Time to work on the exegesis

In Honours blog on August 13, 2009 at 6:39 am

It is time to begin working on the exegesis I think. I don’t want to get to the end and get stressed out because of micr0-management so here we go:

Here’s some advice for students doing a Master of Arts.

The exegesis

The exegesis will be based on the same body of research that informs the creative work. It will explore a topic implicitly or explicitly related to the creative work, or the literary and/or cultural fields relevant to the creative work.

The connection between the exegesis and the creative work should be obvious to examiners. They must be clearly related.

The exegesis will conform with the conventions and style appropriate to contemporary academic prose and be written in a style appropriate to its target readership and genre. It must demonstrate mastery of the more traditional conceptual and scholarly skills expected of a MA candidate—for example:

  • wide reading; being informed about the field; referencing other primary and secondary works/sources
  • being rigorous and ethical
  • making substantial contribution to knowledge
  • writing with aesthetic merit and impact; using the language of the discourse/discipline
  • arguing, including pre-emptive argument, and providing evidence for positions
  • positioning the voice of the researcher

The exegesis will ordinarily represent a writing discipline different from that of the creative work. Exceptions are possible with approval of supervisors.

Word length

The exegesis will normally be 5-10,000 words in length: it should have a narrow enough field to be adequately dealt with in 5-10,000 words.


The exegesis does not usually precede the creative work, although this is not unheard of. And while not necessarily written synchronously with the creative work, you should commence from the beginning of your research and candidature to read, keep accurate records of references, and take notes.



In Honours blog on August 7, 2009 at 6:55 am

So three podcasts are recorded, edited and uploaded. It’s finally feeling like I’m on track. A few more to make a few thousand words to write and I’m there!

It has changed hugely from my initial ideas. I think you could say that I’m using psychogeography very loosely. It is exploring the urban environment of Melbourne, but not in an unplanned way like Debord and his mates would have done it.

But through the interviews and vox pops I have discovered things I never would have. And I’ve been looking at Melbourne with my eyes open, if you know what I mean. Whereas normally I would hear about something like a clothing exchange, think it’s interesting and not get around to going to it. With the podcast as a motivation I’ve been much more open to every opportunity Melbourne can offer.

It’s been taking me less and less time to edit as I’ve been making the podcasts too. Keeping it simple is the way to go.

Article summary: George Lorenzo, Diana Oblinger, and Charles Dziuban

In Honours blog on August 7, 2009 at 6:45 am

By George Lorenzo, Diana Oblinger, and Charles Dziuban. How Choice, Co-Creation, and Culture Are Changing What It Means to Be Net Savvy” published on the Web in October 2006 as a white paper by the EDUCAUSE Learning Initiative (ELI).

“The nature of information itself has changed. In text and other formats, information is not just created by experts—it is created and co-created by amateurs. We can select what information to receive (via RSS, for example), and it comes to us—we don’t have to seek it out. More than ever before, we can choose what, when, and where to use information. With all these choices, do we really know what we are doing, whether the information is valid, or how best to use it?” (pg. 1)
How young people use the internet:
“Among student respondents:

  • 72 percent of college students ranked search engines as their first choice for finding information;
  • 2 percent use library Web sites as the starting point for an information search;
  • 67 percent learn about electronic information resources from friends (when excluding search engines);
  • 53 percent believe information from search engines is as trustworthy as library information;
  • 36 percent use librarians to cross-reference information for validation; and
  • 80 percent use other Web sites with similar information as a validation tool, slightly more than those who use instructors for validation (78 percent).2

Respondents 14 to 17 years old revealed that

  • they use friends, relatives, library materials, and librarians to cross-reference information for validation more so than today’s college students do;
  • 34 percent visit their public library at least monthly; and
  • while they use electronic resources more readily than older respondents, only 20 percent who have used a library Web site completely agree that it provides worthwhile information; this compares with 45 percent of college students who completely agree.3″ (pg. 1-2)
“Using RSS technology allows users to obtain information—tailored to their preferences—through Web browsers. Many blogs and other content providers display a small RSS icon that alerts users that a feed is available. When a visitor signs up for a feed and installs an RSS reader on his or her computer, the reader will receive regular updates from the original content source. RSS influences how people find information. Should an understanding of RSS be part of becoming information literate?” (pg. 3) It think so.