11371 Writing Matters

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Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 144 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

While architects, landscape architects and interior architects primarily rely on graphics to communicate ideas, writing is an essential aspect of practice, scholarship and creative ideation. In practice, designers use writing to win projects, awards, competitions and client confidence. As students, clear and coherent writing helps to explain, and justify, design approaches and illustrate critical thought. Writing, and it's clear verbal articulation, is not only an integral communication tool, it is a generative and creative practice. Good designers are good writers.

This elective is intended for the spatial design disciplines to learn to become better writers, and accordingly, better designers. The subject explores structure and syntax, creativity and experimentation, persuasion and scholarship, rhetoric and relevance through reading, writing exercises and experimentation. Presented in a workshop format, it is developed to suit individual ways of thinking, drawing, designing and critically reflecting.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Write with evidence to support a position and an argument.
2.	Write fluently and coherently about spatial design.
3.	Write critically, illustrating an understanding of research methods.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Advocate for landscape values to specialist and non-specialist audiences. (A.2)
Present critical arguments about how research informs and drives design practice. (C.1)
Innovate using emergent forms of landscape architectural practice, methods and technologies. (I.1)
Critically position work within an extended disciplinary context. (R.1)
Independently formulate and test complex ideas, arguments and rationales through designs. (R.2)
Challenge design conventions through scholarly research and investigative practice. (R.3)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

In this subject, students will develop a written exegesis using the designs that they are developing in studio to become clearer at explaining what they are doing, what influenced them, how they did it and why it will be important.

Weekly work will include

- Discussions on good writing, good academic writing and good architectural writing

- Review of article-length written work by others

- Weekly development of students’ skills in writing

Content (topics)

Writing clearly
Writing for different audiences
Writing forms and conventions
Writing research
Writing literature reviews
Writing about designs and designing
Writing critically
Writing creatively
Verbal communication
Making structure, grammar, syntax and punctuation work effectively

Assessment

Assessment task 1: Writing Workshops

Intent:

To develop writing skills for spatial design practices.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.1, I.1, R.2 and R.3

Type:

Exercises

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Develop a clear and coherent writerly voice, conveying key concepts and intent	30	2	C.1
Draw critically upon existing sources, ideas, and research	20	1	R.3
Engage creatively with language in its written and spoken forms	30	3	I.1
Weekly contribuitions	20	1	R.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design Exegesis

Intent:

To communicate critically about design via an essay and verbal presentation