Choose one of the following options:
1. Produce a “creative” or “non-academic” text (e.g. short video or animation, poster or image, blog posting, short story, comic strip, satirical news item or parody of some other genre) presenting a critique of an ideological or common-sense view of the world. Include a written commentary (600-750 words) that draws on at least two of the critical concepts explored in this unit (ideology, myth, discourse, interpellation) to explain the critical significance of your creative/non-academic text.
OR
2.“What texts do is offer roles, and offer them to you as if you already fill them” (Thwaites et al., 2002: 162); “ Texts can offer roles that seem so commonsensical it may seem hard to conceive of doing otherwise” (Thwaites et al., 2002: 162). Discuss these claims by exploring the relationship between interpellation and genre and/or interpellation and discourse, in relation to THREE cultural texts (or practices or institutions) of your choice. Present a critique of the ideological implications of these relationships by
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showing how those texts (etc.) require you to adopt specific reading/response positions in order for them to make sense.
OR
3. Write an essay explaining the critical concepts of ideology, myth, discourse and interpellation, and discuss their usefulness in posing “the question of the limits of our most sure ways of knowing, doing and thinking” (“What is Critique?”). Illustrate your points by using these concepts to critique one or more cultural texts (or practices, institutions or events) of your choice.
Assessment Two Marking Criteria
Your assignment will be marked according to the extent to which you:
1. Demonstrate your capacity to identify the ideological dimensions of cultural assumptions, practices and institutions — do your chosen texts/targets express a commonsensical, taken-for-granted or naturalised view of some aspect of life and society?
2. Demonstrate your capacity to “question the limits of our most sure ways of knowing, doing and thinking” — does your critique “resist conformity”, “interrupt the functioning of discourses”, “denaturalise and historicise the order of things” and/or “reveal the complexity, contingency and violence” of naturalised ideas, views or practices (see “What Is Critique?”)?
3. Explain and/or demonstrate the critical significance of the concepts of ideology, myth, discourse and/or interpellation — have you informed/explained your critique in terms of at least one of the critical concepts explored in Module 2?
4. Present your ideas in a clear and coherent fashion; edit and proof your writing to ensure you have written clear, well-structured, grammatically correct and error-free sentences and paragraphs; and format your work in conformity with the presentation standards detailed under ‘Guidelines for Assessment Submission’ on page 15 of the outline.
1. Produce a “creative” or “non-academic” text (e.g. short video or animation, poster or image, blog posting, short story, comic strip, satirical news item or parody of some other genre) presenting a critique of an ideological or common-sense view of the world. Include a written commentary (600-750 words) that draws on at least two of the critical concepts explored in this unit (ideology, myth, discourse, interpellation) to explain the critical significance of your creative/non-academic text.
OR
2.“What texts do is offer roles, and offer them to you as if you already fill them” (Thwaites et al., 2002: 162); “ Texts can offer roles that seem so commonsensical it may seem hard to conceive of doing otherwise” (Thwaites et al., 2002: 162). Discuss these claims by exploring the relationship between interpellation and genre and/or interpellation and discourse, in relation to THREE cultural texts (or practices or institutions) of your choice. Present a critique of the ideological implications of these relationships by
?Page 12 of 21
showing how those texts (etc.) require you to adopt specific reading/response positions in order for them to make sense.
OR
3. Write an essay explaining the critical concepts of ideology, myth, discourse and interpellation, and discuss their usefulness in posing “the question of the limits of our most sure ways of knowing, doing and thinking” (“What is Critique?”). Illustrate your points by using these concepts to critique one or more cultural texts (or practices, institutions or events) of your choice.
Assessment Two Marking Criteria
Your assignment will be marked according to the extent to which you:
1. Demonstrate your capacity to identify the ideological dimensions of cultural assumptions, practices and institutions — do your chosen texts/targets express a commonsensical, taken-for-granted or naturalised view of some aspect of life and society?
2. Demonstrate your capacity to “question the limits of our most sure ways of knowing, doing and thinking” — does your critique “resist conformity”, “interrupt the functioning of discourses”, “denaturalise and historicise the order of things” and/or “reveal the complexity, contingency and violence” of naturalised ideas, views or practices (see “What Is Critique?”)?
3. Explain and/or demonstrate the critical significance of the concepts of ideology, myth, discourse and/or interpellation — have you informed/explained your critique in terms of at least one of the critical concepts explored in Module 2?
4. Present your ideas in a clear and coherent fashion; edit and proof your writing to ensure you have written clear, well-structured, grammatically correct and error-free sentences and paragraphs; and format your work in conformity with the presentation standards detailed under ‘Guidelines for Assessment Submission’ on page 15 of the outline.
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