1996 Swinburne Higher Education Handbook

LSM202 Writing Space: Print and Beyond
3 hours per week Lilydule Prerequistite: LSMlOO
Assessment: Publication in print of creative essay, Internet,
publication, reflective review of a piece of one's own writing
A stage 2 subject in the Bachelor of Business and Bachelor of
Social Science
Objectives
The subject will enable students to draw on their own
experiences and environments to develop print or electronic
storytelling techniques. Students will be enabled to develop
their own creative writing and to understand it as part of the
construction of the culture from which they come and in
which they live.
Content
Confronting the blank page;
writing techniques;
writing processes: e.g. purpose, audience, entertainment,
information;
autobiography (tapping experience);
biography (interviewing and recording techniques);
self-editing:
U.
publication to critical friends;
print and electronic publication;
interactive writing using 'Storyspace'.
Recommended reading
Ulmer, G. Heuretics: 7le Logic of Invention. Baltimore. John
Hopkins University Press, 1994
Barret, E. (ed.) Text ConText and HyperText: Writing with and for
the Computer. Cambridge M.I.T. Press, 1968
Ambron, S. and Hooper, K. (eds) Interactive Multimedia: Visions
of Multimedia for Developers, Educators and Information
Providers.Redmond. Washington. Microsoft, 1988
LSMBOO Cinema Studies
3 hours per week Lilydule Prerequistite: LSMlOO and two
stage two subjects Assessment: class presentation, class
participation, short thesis (3-3500 words)
A stage 3 subject in the Bachelor of Business and Bachelor of
Social Science
Objectives
This subject is designed as an introduction to the practice of
film criticism in the context of our ongoing concern with
textual analysis.
Content
Each year different groups of films, representatives of
articular genres or embodiments of particular themes
(science-fiction, screwball comedy, film noir,
Hitchcock's American thrillers, "art n movies, and so
on), are selected for study. They are examined as
individual texts, week by week, but the major function
of our work on them is to be found in the way they
provide a foundation for the introduction of broader
issues to do with films as art works and as cultural
artefacts and with critical practice as a set of specific
cultural discourses.
Key issues to emerge will include:
the role played by structuralist methodologies in the
overturning of the humanist discourse which dominates
more traditional critical work;
the ways in which ideology is inscribed into the works
examined (as well as into the methods of examination);
the ways in which particular kinds of relationships are
created between films and their viewers;
the place occupied by 'the author' in relation to the
formal and thematic organisation of the works which
bear hidher name;
the usefulness of genre studies;
the role of the star system;
the inbuilt connections between the films, the industry
and the culture in which they exist.
Recommended reading
Bordwell, D. and Thompson, K., Film Art: An Introduction. 4th
en, New York, McGraw Hill, 1993.
Cook, P. (ed.), The Cinema Book: A Complete Guide to
Understanding the Movies. London, B.F.I., 1985.
Grant, B.K. (ed.), Film Genre Reader. Austin University of Texas
Press, 1986
Ray, R.B., A Certain Tendency ofthe Hollywood Cinema 1930-
1980. Princeton, Princeton University Press, 1985
CineACTIOh?, Cinema Papers, Film Comment, The Journal of
Popular Film & Television, Screen.
LSM301 Electronic Writing
3 hours per week Lilydale Prerequistite: LSMlOO and two
stage two subjects Assessment: desktop publication.
individual powerpoint class presentations, Intmet
publication and reading record.
A stage 3 subject in the Bachelor of Business and Bachelor of
Social Science
Objectives
The purpose of this subject is to introduce students to the
convergence of print with electronics. Far from being
outmoded, writing continues to be at the forefront of
electronic cultural technologies.
This subject will include consideration of the impact of what
computer techniques offer, and then demand, from the
readedwriter. It offers students the opportunity to consider
the most advanced state, so far, in the transformation of the
word. It will enable the student to develop electronic writing
skills including desktop publishing, hypermedia and cruising
and using the Internet. Students will have access to and be
able to use an open page on the World Wide Web for this
subject. They will be encouraged to undertake independent
electronic excursions and publication.
Content
Writing and electronic culture;
desktop publishing;
presentation tools: Powerpoint;
hypermedia: audio, video and text;
cruising the Internet: reading;
cruising the Internet: writing;
critiquing the relationship between reading and writing;