Thursday, 24 November 2016

Sampat Pal Devi





Sampat Pal Devi is another woman that i am choosing as one of my game pieces. She is the founder of the Gulabi Gang in India, famed for their opposition to domestic and other violence towards women. They dress in Pink sari's, armed with bamboo sticks, they pay abusive men a visit to try and change their ways.

I practiced using the cintiq for this image, i really enjoyed using it as you can have a lot more control. The only thing is this made me naturally add more and more detail as i was really enjoying it and got lost in the drawing. Although i really like this and could carry on, i think the more simplistic style of the previous game piece would work better with the target audience and the aesthetic of the original game being quite simplistic vector images, i think it would be best to keep these images simplistic and maybe try out illustrator.

Trying out Illustrator is quite daunting as i havent really used it before, but i think it would be really benefitial for the work im creating as vector images would work best.



Malala Yousafzai





The original game pieces in the Monopoly game don't add any context to my version of the game. Although well known by many players, i would like the game pieces in my game add another educational component within the game. I will do this by each game piece being a influential women, fighting for a certain cause, which the players will choose and subsequently play, winning votes for their individual cause.


This is Malala Yousafzai, she is a Nobel Peace Prize Winner, she was shot in the head when trying to attend school, she now leads a pioneering change in attitudes towards women, children, inequality, education in asian countries.

I had my first go playing with Photoshop creating a painting for one of the game pieces. I have only used Photoshop for touching up my analogue work before, so i signed out a tablet to experiment.

I kept it quite simple as the idea was make papercut game pieces, so i started with the same techniques, simple shapes of colour to build up an image.

After i finished, although it is just a practice with the technology, i think i am no longer going to make the pieces with paper, only as it wouldn't fit well with the digitally made components of the rest of the game. Also, if the game was going to be mass produced then it would be less time consuming and not as costly as making each piece out of paper.

I am really happy with this first attempt, it needs refining, which will come with practice and more control on the tablet but overall, im pretty happy with how it looks so far.

Monday, 14 November 2016

Board Layout


I have now decided which feminist issues will be placed where on the board.

Brown Squares - Equal Pay
Light Blue Squares - Violence Against Women - Domestic etc.
Pink Squares - Female Genital Mutilation
Orange Squares - Gender Stereotypes
Red Squares - Employment Discrimination
Yellow Squares - Education for Girls
Green Squares - Reproductive Rights
Dark Blue - Maternal Leave and Daycare

Unlike the original monopoly board, the placement of each issue does not represent different levels of importance, they have been placed at random. 

I will also be keeping the same currency value on each square within each category as it is on the original game, this is purely for the function of the game, not a reflection of how important each issue or county is.

I questioned this for quite a while but i have come up with the idea that for the function of the game, it is necessary for there to be different values so that the game works and there can be a winner. To solve the problem of the game looking bias towards issues, i will clearly state in the rules that the placement of the issues and the values of each squares are purely for the function of the game and are picked at random, im not saying any issue is more important than another.

Train Stations


Ive started developing my ideas for the board game, in particular the 'Train Station' squares. I'd already decided that i wanted to use internet campaigns in which the players can 'purchase' with votes and in turn lead the internet campaigns. Feminist Internet campaigns have become increasingly popular with how quick an issue can be shared/seen around the world.
The main sources of social media are Twitter, Instagram and Facebook, which are all platforms used within a campaign. Although i am going to use twitter as the symbol within the game, i have chosen this social media site as out of the three it is probably one of the most popular, but you can also share tweets of text or image or both, where instagram is just image based. 
Instagram and Twitter are probably the best out of the three with them having more celebrity followers, who could potentially add more to a campaign if well-known people got behind it.

I could have chosen a mixture of the sites to go on the board, but i made a conscious decision to keep it consistent, like the original game.
I also decided to go with the symbol but keep it black so it keeps in theme with the original board but also because there are two blue colours on the board already so i thought it would look better.

Wednesday, 9 November 2016

Draft of Chapter 2

Feminist film theory is a fairly new form of analysis, which came to light after the second-wave feminism in the 70’s and 80’s. Although theorists started with the same common idea, to tackle feminist issues within film, from what was brought to attention within the women’s movement. Theorists from different countries, started with totally different approaches. American’s used the narrative within the films and the gender stereotypes forced upon women to calculate their theories, where English theorists used psychoanalysis, semiotics and Marxism to base their studies on.

Psychoanalysis plays a big part in some feminist film theories, although accepted by some theorists, not all agree with the concept. Lucian Freud's Oedipus complex is very controversial, he analysed children and their sexual development from a very young age, stating that male children have a sexual attraction to their mother, but fear ‘castration’ when they see their mother's lack of a penis. The child then identifies with the power of this father, moving his attraction for his mother onto other objects or fetishes. The female child on the other hand, has penis envy and moves her sexual desire from the mother onto something else.

Not all feminist film theorists approve of Freud’s findings, they are predominantly sexist towards women. His mention of the women’s ‘lack’ of a penis, and the boy’s identification with the power of his father, only enforces societies ideology of women, as lesser to the man. The ‘other’ of man.

‘Freud is target number one as a personal male chauvinist whose so-called ‘scientific’ propaganda has been responsible for damning a generation of emancipated women to the passivity of the second sex.’ Juliet Mitchell (1974:303)

Although the theorists who do use this approach for their own theories, see it as an important tool, focusing on how his theory relates to women, understanding how women are oppressed by men from an early start within life, and use this as a tool to figure out strategies for change.
An entire system has been built up in this perspective, which I do not intend to criticize as a whole, merely examining it’s contribution to the study of woman. It is not an easy matter to discuss psychoanalysis per se. Like all religions – Christianity and Marxism, for example – itdisplays and embarrassing flexibility on a basis of rigid concepts.’ Simone de Beauvoir, The Second Sex, Jonathon Cape (1960:65) Juliet Mitchell (1974:305)

Laura Mulvey is a feminist film theorist who bases her work around the importance of Freud’s psychoanalysis theories. She is mainly noticed for her theory of the ‘male gaze’, where she explores film as it ‘reflects, reveals and even plays on the straight, socially established interpretation of sexual difference which controls images, erotic ways of lookingand spectacle’ Mulvey (1975:1). She claims that the camera angles, editing, narrative and dialogue all coheres the audience to view the film with male spectatorship. She states that there a two ways in which you can gain pleasure through cinema, one being Scopophilia, a term created by Freud, which is the pleasure of looking, Freud also ‘associated schopophilia with taking other people as objects, subjecting them to a controlling and curious gaze.’ Mulvey (1975:3), this is applied to Mulvey’s ‘Male Gaze’ theory as she points out how women are objectified within cinema and are used for the object of male desire. Mulvey claims that the cinema surroundings, the dark atmosphere and the characters unaware they’re being watched, forces the audience to take on this way of viewing, almost like a ‘peeping-tom’. The second way is a voyeuristic gaze, which in Freud’s Oedipus complex, can be a fetish in which the child can replace the mother’s desire for.

Mulvey explains how cinema is made by man, for man, and how female roles are there as anerotic object for the male characters and an erotic object for the male audience (Mulvey 1975:6). With this concept she states that every film is viewed with the male gaze and how this is unavoidable as the female characters are mirroring societies ideologies of women.

‘The image of woman as (passive) raw material for the (active) gaze of a man takes the argument a step further into the structure of representation, adding a further layer demanded by ideology of the patriarchal order as it is worked out in its favourite cinematic form – illusionistic narrative film.’ Mulvey (1975:11)

The ‘Male Gaze’ theory is well acknowledged as useful film analysis, with examples in cinema, media and art. But the question of whether this could change would be difficult if Mulvey was right when she said everything was made by man, for man. De Lauretis said that through Women’s Cinema, the male gaze is no longer forced upon the spectator.

‘When I look at the movies, film theorists try to tell me that the gaze is male, the camera eye is masculine, and so my look is also not of a woman’s. But I don’t believe them anymore, because now I think I know what it is to look at a film as a woman’ de Lauretis (1987:113)

Women’s cinema is films by women, made for women, or dealing women or all of these combined, de Lauretis says that with these elements, the notion of the ‘Male Gaze’ is no longer present. Although, these are examples of film, which isn’t designed for the male viewer, these films are rarer than the popular Hollywood Cinema. With Martha Lauzen’s research into the ‘Celluloid ceiling’ (2005) brought the problems within the Hollywood Film Industry to attention, as women’s chances to advance within the industry are much harder than it is for a man (Chaudhuri 2006:6), meaning that women’s cinema and the absence of the ‘Male Gaze’ will still only be the ‘other’ to Hollywood’s male spectatorship films.

The concept of ‘otherness’ is also used a lot within feminist theories, relating it to how women are the ‘other’ to the man. There are a lot of examples of this within film, by analysing the camera angles, shots, narrative and genres you can see how these patriarchal ideologies show through. Although the concept of 'otherness' was first developed within philosophy in 1807 (Hegel, G), it has been adapted over time by numerous theorists. It was only in 1949, Simone de Beauvoir related this to the way in which men treat women in her book, The Second Sex.

'Otherness' is how the majority within patriarchal societies label minorities; this can be within different cultures, societies and gender.

'Woman is the other of man, animal is the other of human, stranger is the other of native, abnormality the other of norm, deviation the other of law-abiding, illness the other of health, insanity the other of reason, lay public the other of the expert, foreigner the other of state subject, enemy the other of friend' (Bauman 1991: 8).

Edward Said wrote Orientalism in 1978, on how the East represent the West as 'other', portraying the cultures using stereotypes, creating a false image for others to believe in, this is what he called Orientalism.

No one today is purely one thing. Labels like Indian, or woman, or Muslim, or American are not more than starting-points, which if followed into actual experience for only a moment are quickly left behind. Imperialism consolidated the mixture of cultures and identities on a global scale. But its worst and most paradoxical gift was to allow people to believe that they were only, mainly, exclusively, white, or Black, or Western, or Oriental. Yet just as human beings make their own history, they also make their cultures and ethnic identities. No one can deny the persisting continuities of long traditions, sustained habitations, national languages, and cultural geographies, but there seems no reason except fear and prejudice to keep insisting on their separation and distinctiveness, as if that was all human life was about. Survival in fact is about the connections between things; in Eliot’s phrase, reality cannot be deprived of the “other echoes [that] inhabit the garden.” It is more rewarding - and more difficult - to think concretely and sympathetically, contrapuntally, about others than only about “us.” But this also means not trying to rule others, not trying to classify them or put them in hierarchies, above all, not constantly reiterating how “our” culture or country is number one (or not number one, for that matter).
 Edward W. Said, Culture and Imperialism

Simone de Beauvoir on the other hand, uses the concept of 'otherness' to demonstrate how patriarchal society (men) categorise women.

'Thus humanity is male and man defines woman not in herself but as relative to him; she is not regarded as an autonomous being… She is defined and differentiated with reference to man and not he with reference to her; she is the incidental, the inessential as opposed to the essential. He is the Subject, he is the Absolute – she is the Other.’ De Beauvoir (1968:15-16)

Beauvoir's concept of the 'other' is now widely used within feminist film theory, using it as a way to analyse how images and social conventions relate to gender inequality.

Semiotics is another tool used by feminist theorists to analyse film. Semitics is almost like another language, used to interperate hidden meanings. Semiotics (semiology) was first started in the work of Ferdinand de Saussure, where he stated that there are hidden signs within text that isn’t its usual meaning, but an alternative meaning, which derives from social behaviours. Using semiotics can show how ideologies are shown within films by semiotic signs. For instance, traditional ideologies of women are commonly represented within a lot of films, with female characters playing a housewife, being maternal or emotional, these are only a few example of the ideologies of women that patriarchal society enforce upon us, condemning women to an oppressed existence.
Ronald Barthes’ theory on ‘myth’ is also important when looking at ideologies, as the two go hand-in-hand, it is through history and culture that we create myths. For instance, the colour red is seen to be a symbol of many things, but if we choose ‘love’ as an example, it has no real connection to love at all, other than it being the colour of roses, which we also use as a signifier of love, but it is only through history and culture that we have made this connection, through the act of giving this object as a way to show affection. But it is these ways of finding the small, possible connections between things that we can start to analyse text or image.

‘Myth divests the sign ‘woman’ of it’s denotative meaning (a human being or person with the potential for bearing children) and replaces it with connotative meanings, such as ‘woman as other’, ‘the eternal feminine’, or ‘object of male desire’, which give the air of being woman’s ‘natural’ characteristics when in fact they have been constructed through patriarchal discourse’ Creed (1987:300)

A number of feminist film theorists acknowledge the importance of semiotics as a tool of analysis within films, using it as a way to find hidden connotations, ideologies and uses of myths within the narrative, camera angles and dialogue. Claire Johnston, driven from the works of Louis Althusser and Roland Barthes, applies their concepts of semiology and applies it to feminist analysis of films. She discovers that ‘signs’ show myths of ‘woman’, created by patriarchy, reflecting societies sexist views on women.

‘Iconography as a specific kind of sign or cluster of signs based on certain conventions within the Hollywood genres has been partly responsible for the stereotyping of women within the commercial cinema in general, but the fact that there is a far greater differentiation of men’s roles than of women’s roles in the history of the cinema relates to sexist ideology itself, and the basic opposition which places man inside history, and woman as ahistoric and eternal.’ Johnston in Kaplan (2000:23)

Carol J. Clover is an American theorist, who is most renowned for her theory of the ‘Final Girl’ in the horror genre. Clover focuses towards the narrative of the film and the ‘heroine’ within Slasher films, stating that the ‘final girl’ characteristics are shown in all of these films.
She describes the character as being different from the other characters or associates within the film, she is normally uninterested in the same hobbies/actions as them, for instance, she will be a virgin, sexually inactive by choice. She will have a good sense of her surrounding, noticing clues or being more aware than her friends. She will also have masculine traits, like her name, mannerisms, hobbies or job.

Female monsters and heroes, when they do appear, are masculine in dress and behavior (often name), males are shown in feminine postures at the moment of their death, and that it would suggest that gender inheres in the function itself – that there is something about the victim function that wants manifestation in a female and something about the monster and hero functions that wants expression in a male.’ Clover (1992:12)

This shows how even when the film has a heroine within the film, the industry still show the traditional ideologies of women being helpless and a victim, through the role of a man, and how to be a heroine, which is goes against societies categorization of ‘woman’, they have to totally strip away all her characteristics to masculine ones.

Clover goes on to mention how the female role within films has drastically changed since the 1970’s, this is a really interesting statement as there could be a few reasons, as at the time of the Women’s Liberation, the roles could have changed or possibly the male viewer now craved a more independent female character.

Unlike Laura Mulvey, who claims the audience is forced to look upon the film and identifying with the male view, Clover states that the Slasher film encourages the audience to relate at first with killer, and then switch to the female (final girl), as she kills the villain and ultimately stops the threat. She explains this by saying how the importance of camera angle, going from the ‘final girl’ to what she then sees herself, forces the audience to relate with her.

Although Clover’s research is specifically based upon slasher films, I think her theory can be relates to other genres also. It seems that films which include a female heroine as the lead role, follow the same characteristics Clover points out in the ‘Final Girl’ theory.

It is important to analyse these films using feminist theories as like Simone de Beauvoir states, sexual inequality derives from patriarchal culture in the form of ‘religion, traditions, language, tales, songs, movies’ (de Beauvoir in Chaudhuri 2006:16), and with highlighting these issues created by society, we can strive to challenge these conventions. In my film analysis, I will be using these theories outlined in this chapter as a tool for critically unlacing three Hollywood films of varied genres.

Cop tutorial

In this tutorial, I discussed with my tutor my research so far, stating how I was finding it difficult to focus my research without having an essay question to relate it back too. I had so much information on each film I was studying all different but with the same commonality of which the female heroine was masculine, following carol J. Clover's final girl theory.

That's when we decided on the title:

To what extent does the development of female hero roles in cinema reflect changing perceptions of feminism?

I feel like this is really helpful as I have a bases to write my research around, something to refer back too.

I now have to start writing my chapter 2 and outline chapter 3 in detail for my next session, the only thing I think I will struggle with is writing about Lucian Freud's theory on psychoanalysis 

Friday, 4 November 2016

Genders....

Feeling like I am getting further forward with the function of the game, I have been able to start thinking about some of the possible designs for the game.

I was thinking more specifically about the 'chance' and 'community chest cards, and how I would like to change the original design. I started thinking about the gender symbols, I don't want to have just the female symbol as sometimes people portray feminism as women fighting for just women, when it is actually fighting for equal rights. So I discussed this to my housemate, saying I would do both symbols together, when she said I should look into all of the symbols. This is a great idea, there are so many gender titles now but didn't realise that there were gender symbols as well. I realised that it was shocking that I didn't know all of the different signs and thought this is definitely something that could be used as an educational prompt in the game. 

I mean this by using the symbols to make a discreet pattern for the 'chance' and 'community chest' cards' backgrounds and also the background patter for the rules leaflet. I say 'prompt', as I hope this would be an opportunity to create question within the children, so they might be inspired to independently research what the signs mean, in turn creating further education beyond the board game itself.

Ethics

I have emailed my tutor regarding the issue of ethics surrounding my decision to use the 'free the nipple' campaign as one of the four internet campaigns which will be featured on the board game, replacing the original train stations. He replied saying that the idea of the campaigns fits in with the concept of the game and I should do what I think is right.

I'm definitely going to include the 'free the nipple' campaign as I think it is vital in showing the importance of social media and how quickly issues can be brought to light using modern day technology and how this could potentially change issues globally by using this medium as a platform to bring awareness to people across the world.

Feminist Issues for the Game


  • Female Genital Mutilation
  • Equal Pay
  • Education for girls
  • Reproductive rights
  • Employment discrimination
  • Voting rights
  • Maternal leave & daycare
  • Gender stereotypes
  • Violence against women - marriages etc.
After some research, these are the common issues we face regarding feminism today. All of these are pretty iconic issues, a lot relating to many different countries all around the world. I really want to show the children that feminism is global. I am also going to show this with the feminists I will use as game pieces in which the players can choose who they want to be. I am going to pick women from different countries, known for fighting against different issues. I feel like this will give a broad range of knowledge to the children playing it as it shows how vast the problem is.

Value of Squares

I have been considering the different issues that I can categorise within the board, I have many issues that I can use which I need to whittle down to 8. Although this can be difficult, I am now thinking more about how I will calculate how many votes the players will need to give for each square in each category. The problem being if like the original monopoly board, the value increases around the board then it could potentially look like I am putting a value of importance on each one. This is not what I want to do as I don't want to give the children an impression that one issue and country is more important than the other. 

I am going tot have to talk about this with my tutor as a way around this, the reason I am questioning what to do is that the different values in the original game is what helps the game be competitive and sets out winners etc. so although I am going to make an unbiased game without any issue or country being more important, I still need there to be a degree of competition for the game to work.


Unless I state In the rules that the values of each issue and place is at random and not mirroring heirarchy, and just state that this is the way in which the board can work as a game. 

Stations

After yesterday, feeling like I have developed my idea substantially, I have still been thinking on how and what I am going to change the train station squares on the board to something else that will fit with the subject.

Only after hours of research, I have come up with the idea that each station will be changed to a different feminist internet campaign, for example 'free the nipple' etc. as well as the board being global, with each coloured category having different countries, this will also make the board current, showing the players how social media and technology can make causes go global and significantly help change.

Like the original game, where you aim to own each station, the player will aim to 'lead' each internet campaign by using votes to 'purchase' them. Once and if the player leads all campaigns, they will then gain more votes every time a rival player lands on one.

The only thing I have to consider with this choice is the ethics with using the word 'nipple' on a board game used for children. I will discuss this with my tutor but I will be using it on the game whether it is ethically questioned, as the whole aim of the 'free the nipple' campaign was to de-sexualise the nipple with regards to women, so if I didn't mention this as it can be seen as sexual then it would be doing exactly what feminists are fighting against. 'Nipple' has only become sexualised by the man, and only sexualised when it is attached to a female. In turn, I will challenge ethics on this point if it comes to it, as change only comes when socially accepted issues are questioned.

Peer Review

Today we had to present our concept/work to a small group of peers. I thought this was really helpful although I was worried as I haven't done a lot of sketching. I have been spending more time on my written work at the moment, which is something I have acknowledged and I am going to change this week. I have timetabled my work for time management and this helps a lot but I have been steering away from it over the past week, trying to get to grips with psychoanalysis. 

The feedback that I got from my peers was that I have a lot of research and stuff on my blog, which is really good, but it was mentioned a few times that the idea is complicated. I don't think this was mentioned in the way that I couldn't achieve it but more to factor this in. Once again this did make me think about my project, I love my idea so I wasn't questioning my overall concept of the monopoly game, but it made me panic about how I am actually going to change the format of the game to fit my educational topic on feminism. Although this set me into panic, I actually think this helps my development, I started to think about ways to change it straight away, as if the panic stimulated my thought process.

One thing that was mentioned was that I should think about keeping the money aspect within the game to keep the children (target audience) excited. I agreed, there does need to be a fun aspect of the game to make it desirable to children, although this is educational, I also have to remember that being a young age, education isn't always seen as fun and there needs to be a part of the game to motivate the children to play, hopefully the educational part being learnt without being a chore. The reason I am not so keen on money being the main drive of the game is that money is not involved within feminism (except equal pay), their fighting for justice, not cash. So I thought the one thing that they could possibly want is votes, votes for a cause that they are fighting for. These votes can be used in exactly the same way as the money in the original game, coming in £1, £5, £10, £20, £50, £100, £200, £500, except it will 200 votes etc.

This then got me to thinking that the votes are good idea but what are the votes for? There needs to be some drive to why the players need votes, this lead me to think about the game pieces that I will make. Originally the game pieces the children will use were going to be iconic women that are well known feminists, but in addition to this I am going to use well known feminists that are well known for fighting for a certain cause, for example, genital mutilation, equal pay, women voters etc. the player will then move around the board, aiming to get enough votes for their character to win their cause.

In addition, I started to think about the houses and hotels that you purchase for your  'street' etc. and how I would change this. Instead the players can use their votes to purchase rights on the squares, which will lead to opponents landing on their square and having to pay additional votes to the occupier.

The biggest thing that I was struggling with is the squares on the original monopoly board are places, streets etc. but I didn't know how to change this to fit with my game. I started to think about places in which are famous for historical and present feminist events and issues for example, ascot etc. but this could end up being broad and wouldn't fit with the votes currency and buying rights for it. I spoke about this with my tutor and he was very helpful, he mentioned that I could possibly combine all the squares of each colour and categorize them to specific issues, for instance, all the red squares represent female genital mutilation, then each off the squares within the category will be a different country, in this case it would be Africa, India and Pakistan for example. So the object of the game would be to get as many sets as possible and pay with votes for as many rights within each category and country.

I am really happy with these decisions, and I feel like I could have only come up with this in the peer review. I did get more comments which I am going to take on board for instance the colour scheme of the suffragettes and maybe using that within the game. I really need to research more on the details of the game and start designing the packaging etc. I would like to finish my research before finishing any designs as I think I could always find more information out that could change something but to start sketching ideas out would be good and I could also start experiment using more digital processes as this is what I will be using for my final piece to create something really crisp and professional.

For the next crit I also need to find a way to generate more primary research for my practical work, I can't do a lot of primary research for my written aspect of cop so I am going to utilise my time to get some for this. I thought about contacting some feminists but my tutor thought it was a bit far fetched, which I agree, but he did mention just asking women in General, which made me feel stupid like I should have thought about that. I think it's a great idea, I can ask their experiences as a woman, if there are any feminist issues that they feel more passionate about etc.

Tuesday, 1 November 2016

Cop Lecture - Resolving your research Project

- you should be able to:

Demonstrate a critical knowledge of practice

Apply theory to practice

Analyse relevant material

Evaluate theory and evidence within the context of study

Reflect - critiquing and critically reflecting on your learning and using this to improve practice

- You should be reflecting and talking about your practical work, synthesise the two

- evidence of sustained engagement and deep learning


Surface Approach

- Concentration on learning outcomes
- Passive acceptance of ideas
- Routine memorisation of facts
- Sees small chunks
- Ignore guiding patterns and principles
- Lack of reflection, or ignorance of, underlying patterns and theories
- Little attempt to understand
- Minimal preparation and research

Challenge and critique some quotes, even authoritative writers, don't accept anything in life

Deep Approach

- Independent engagement with material 
- Critical and thoughtful about idea and information
- Relates ideas to own previous experience and knowledge
- Sees the big picture
- Relates evidence to conclusions
- Examines logic of arguments
- Interested in wider reading and thinking
- Ongoing preparation and reflection

- Evidence the thought processes and decisions

- Academic writing is formal and follows standard conventions
- Each academic discipline has its own specialist vocabulary which you will be expected to learn and use in your own writing
- The substance of academic writing must be based on solid evidence and logical analysis, and presented as a concise, accurate argument
- Academic writing can allow you to present your argument 

- Aim for precision, get straight to the point, make every word count

'may', 'potentially', 'might', 'could' - if there is uncertainty 

- Avoid using the same words

- Avoid abbreviations and contractions
- Avoid slang and phrases
- Avoid conversational terms
- Avoid vague terms

Some people don't like writing in first person - can make it conversational instead of evidenced literature

I have considered.... consideration has been given too
I have observed.... It has been observed


Introduction - Abstract, Statement of the problem, Methodological approach
Main Body - Review of the literature, logically developed argument, Chapters, results of investigation, case study
Conclusion - Discussion and conclusion, summary of conclusions
Bibliography and appendices 

1.5 line spacing
12 size font - Times New Roman
Quotes longer than two lines should be separated from text and indented
Number pages

10 weeks on Thursday!!!!!!!!!!!!

Write down the major aims of the project
Give a brief summary of the work so far
Comment on your time management
Do you know what the final project will look like?
What steps will you take to get there?
What areas of the project are you worried about?
What 'risk management' plans do you have?

Primary research
Psychoanalysis

Think about the evidence you have for each of the Learning Outcomes

Harvard referencing - loose marks for not referencing properly

Exhaustive advice for submission will be available on estudio and you should read through it

Guide to Harvard referencing on estudio

Example:
MILES, R. (2013) Why Referencing, Leeds: LCA Publishing

be consistant across bibliography and citations. E.g. if italisized in bibliography, if you mention name of book/essay in essay, you should make it italic

No page references, then you put (Miles 2016: n.p.)

You can approximate page number or paragraph (pp.3-7) and (para.2)

Ref Me, scan barcodes of book


Alphabeticised by surname and separated out into types of sources (Books, websites, journals, visits)

Include diagrams of models - Oedipus complex

fig.1 - who made the images time date etc. and then where you sourced it from