Understanding Media Handbook Semester 12014-15

September 2014

Module Number:U75102

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Department of History, Philosophy and Religion

Faculty ofHumanities andSocial Sciences

PrefaceWelcome to ‘Understanding Media’.

The mass media have a profound effect on all of us living in today’s tuned-in, turned-on, globally-connected, advertising-saturated societies. Any understanding of contemporary culture, and those who take part in it, must examine the huge impact that these technological innovations have had. But what are ‘the media’? And how, precisely, do they affect us?

The purpose of this module is to begin to consider what constitutes 'a medium’ (singular), and to explore the ways in which 'the media' (plural) are used for communication, consumption and control. During the course of the module we will examine a host of different media: television, film, the internet, DVD, photography, CD and radio, telephones, books and newspapers, magazines and comics, computer games, and many more. We will immerse ourselves in a diverse range of cultural products and characters: The Matrix, Derren Brown, Sex and the City, Noam Chomsky, the news, Andy Warhol, This is England, Videodrome, Marks & Spencer underpants, Buffy the Vampire Slayer, Benetton, crowd funding, Heat magazine, and others. As we do so, we will employ a series of theories, concepts and ideas that will help us to understand different aspects of the media.

I hope that you will find this module interesting, challenging and enjoyable.

Rachel PayneModule Leader

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Contents

Preface 2

Contents 3

Overview 4

Lecture times 4

Management details

Module aims

Learning outcomes

Teaching, learning and assessment

Weekly timetable

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5

6

7

8

Website 10

Key Texts 11

Bibliography 12

Assessment 13

Module Forum 13

Case Study 14

Regulations 16

Mitigating Circumstances 16

Late Submission of Assignments 17

Turnitin and Cheating 17

Support 19

Upgrade: Study Advice Service

Student support framework

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Assessment Criteria: Module Forum 20

Assessment Criteria: Case Study 21

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OverviewU75102 ‘Understanding Media’ is a Level 4 module in Communication, Media and Culture. Its objective is to introduce participants to key concepts and concerns in the study of the mass media.

Each week we investigate a different approach to the media. We thus examine a range of concepts that allow us to unearth the messages conveyed by media products: what do they mean, how do people consume them, and what power do they have? Each week we also investigate a particular aspect of the internet, the most important new medium to have evolved in recent years. By means of this ongoing case study we thus examine a specific medium in detail: how do people use it, and what social changes has it brought about?

During the course of the module we will discuss the work of a number of different thinkers, but we will look in particular detail at the ideas of Marshall McLuhan, one of the first people to consider the importance of different media in their own right. McLuhan was most active during the 1960s but the utility of his prophetic and provocative ideas is only now becoming apparent with the advent of the internet and other forms of new media.

This module involves lectures, individual study and online discussion. It is assessed by means of a Module Forum and a Case Study (see Assessment). It entails approximately 150 hours of student effort.

Lecture TimesThe module runs two times per week. You must attend the particular class to which you have been assigned (i.e. it is not possible to swap from one time slot to another).

Tuesday 9.00am-11.00am: room B1.39; Harcourt Hill campusTuesday 1.00pm-3.00pm: room BG.26; Harcourt Hill campus

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Management detailsMODULE DESCRModule title: Understanding MediaModule number: U75102 Module leader: Rachel Payne

Level: 4

No. of credits: Single

Mode of delivery: Face to face, independent study and online

Pre-requisites: None

Co-requisites: None

Barred combinations: None

Other restrictions or requirements:

None

Timetable information: Semester 1, week 1 to 12, two runs

Programme/s in which this module may be taken StatusSingle Honours Communication, Media and Culture (HX).

Compulsory

[extend/shorten this list as appropriate]

Date module first approved: Approved May 2006

Date of most recent revision: Revised August 2011

Module aims

This module introduces students to key concepts, theories and themes within media studies. It enables participants to investigate and critically reflect on different aspects of mass communication, and to explore the impact of contemporary media technologies on individuals and society.

Each week a different approach to the media is explored through the Vehicle Strand, particularly focusing on unearthing messages conveyed by media products. Also investigated each week is a particular aspect of the internet considering how people use it, and what social changes has it brought about. This is linked to the ideas of Marshall McLuhan and examined through the Environment Strand.

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Learning outcomesOn successful completion of this module, students will be able to:

*Post/Graduate Attribute developed

Other GAs developed

**Taught, Practised or Assessed

1. demonstrate an understanding of key concepts, theories and themes within media studies;

Academic Literacy; Research Literacy;

Global Citizenship, Digital and Information Literacy

T, P, A

2. demonstrate an understanding of the ways in which the meanings of media artefacts are produced;

Academic Literacy; Research Literacy;

Digital and Information Literacy

T, P, A

3. reflect critically on the impact of contemporary media on their own ideas, beliefs and values.

Critical self awareness and personal literacy

T, P

4. apply key concepts, theories and ideas to specific media artefacts, processes and products;

Academic Literacy, Research Literacy

T, P, A

5. assess the relative merits of conflicting and complementary approaches to media analysis;

Academic Literacy

Global Citizenship

T, P, A

6. reflect critically on the impact of contemporary media on their own ideas, beliefs and values.

Critical self awareness and personal literacy

T, P

7. learn both independently and co-operatively;

Academic literacy, Critical self awareness and personal literacy

Digital and Information Literacy

T, P, A

8. present ideas to different audiences using appropriate media;

Digital and Information Literacy, Academic Literacy

T, P, A

9. use IT as a communication and learning tool.

Digital and Information Litearcy

T, P, A

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Teaching, learning and assessmentTeaching and Learning ExperiencesStudents completing this module will have been given the opportunity to: take part in lectures, seminars and workshops work individually and with others develop research skills develop independent study skills

Indicative AssessmentCoursework 100%

moderated discussion via online forum (50%) written assignment: case study essay, 1500 words (50%)

Learning hours(10 notional learning hours per credit)

Scheduled learning and teaching activitiesLectures 24 hoursGuided independent studyDirected/independent study 126 hours

Assessment tasksSummative assignments Word

count/ length of

exam

Learning outcomes assessed

Weighting

CourseworkForum discussion

Case study essay

10 posts

1500 words

1, 2, 4, 5, 7, 8, 9

1, 2, 4, 7, 8

50%

50%

For further information about assessment see pp.13-15, 20- 21.

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understanding media timetable# Date Vehicle Strand Environment Strand

1 23.09.14 The Meanings of ‘Media’ Required Reading: none

The Medium is the Message Optional Reading: McLuhan and Fiore (2008,

pp. 26-41, 68, 82-85, 93, 114, 124-28, 142, 148) Optional Reading: Levinson (1999, Ch. 2, 3)

2 30.09.14 Interpreting Media Required Reading: Branston and Stafford

(2010, Ch. 1)

Visual and Acoustic Space Optional Reading: McLuhan and Fiore (2008,

pp. 48, 53-57, 63, 111-20, 125) Optional Reading: Levinson (1999, Ch. 4)

3 07.10.14 Genres and Other Classifications Required Reading: Branston and Stafford

(2010, Ch. 3)

Hot and Cool Media Optional Reading: McLuhan and Fiore (2008,

pp. 27-41, 111-20, 124-28) Optional Reading: Levinson (1999, Ch. 9)

4 14.10.14 Narratives Required Reading: Branston and Stafford

(2010, Ch. 2)

The Laws of Media Optional Reading: McLuhan and Fiore (2008,

p. 126) Optional Reading: Levinson (1999, Ch. 15)

5 21.10.14 Representations Required Reading: Branston and Stafford

(2010, Ch. 4)

Virtual Identities and Discarnate Man Optional Reading: Levinson (1999, Ch. 5)

6 28.10.14 From ‘Audience’ to ‘Users’ Required Reading: Branston and Stafford

(2010, Ch. 14)Module Forum Deadline: 1.00pm, Friday

31.10.14

Participating in the Global Village Optional Reading: McLuhan and Fiore (2008,

pp. 16, 22, 24, 53, 61, 63, 67-69, 114, 122 131) Optional Reading: Levinson (1999, Ch. 6, 7)

7 04.11.14 Directed study:Select a potential case study topic.Identify key readings and begin to conduct research.

Bring along reading and research to session 9.

8 11.11.14 Realism Required Reading: Branston and Stafford

(2010, Ch. 13)

Rear-View Mirror Optional Reading: McLuhan and Fiore (2008,

pp. 22, 63, 68, 74-75, 81, 94) Optional Reading: Levinson (1999, Ch. 14)

9 18.11.14 Preparing for the case study The Understanding Media handbook description

of the case study assignment.

New Media in a new world Required Reading: Branston and Stafford(2010, Ch. 8)

Re-read the recommended or optional reading for the case study topic you are interested in.

Light-through/light-on Optional Reading: Levinson (1999, Ch. 8)

10 25.11.14 The News and Power Required Reading: Branston and Stafford

(2010, Ch. 12)

Everyone a Publisher Optional Reading: McLuhan and Fiore (2008,

pp. 8, 25, 68, 88, 150) Optional Reading: Levinson (1999, Ch. 7, 10)

11 02.12.14 Advertising and Branding Required Reading: Branston and Stafford

Environments and Anti-Environments Optional Reading: McLuhan and Fiore (2008,

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(2006, Ch. 11) pp. 8, 25-26, 41, 68, 82-85, 88, 93, 114, 126-28, 142, 148, 150)

12 09.12.1310.12.13

Celebrity Gossip Optional Reading: Branston and Stafford

(2010, pp. 323-27)

Case Study Deadline: 1.00, Monday 08.12.14

Classroom or Cave? Required Reading: Starkey (1995) Optional Reading: McLuhan and Fiore (2008,

pp. 9-10, 18, 68, 100-03, 114, 126)

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WebsiteThis module has an accompanying website:

http://www.cyberchimp.co.uk/U75102/

The website is central to the module, and you will find yourself consulting it frequently. It contains a large number of useful resources: you can download copies of this Handbook, as well as all the handouts and PowerPoint presentations from individual classes.

There are also individual weekly pages devoted to each session of the module. These pages outline the topics that we cover in the classes, provide help with the assessment, supply useful links, etc. You can refer to these pages in order to find out what we will be discussing each week, and, in the unlikely event that you miss a class, you can check what happened and what you need to do to catch up.

Additionally, the website includes a large bibliography which lists books, articles and online resources that you will need to consult whilst researching your Case Study (see Assessment). This bibliography will be updated throughout the module as new material arrives in the library or becomes available online – keep checking back. The website also includes descriptions of some of the module’s most important texts, to help you locate useful material more easily.

Finally, the website links directly to the online Module Forum, where we will discuss many of the module’s themes and ideas, and which comprises one half of the module’s assessment (see Assessment).

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Key TextsBranston, G. and Stafford, R. (2010). The Media Student’s Book. 5th ed. London: Routledge. ISBN: 978-0415558426.Amazon: £25.19; Kindle: £13.39

This is the set text for the module. Branston and Stafford introduce the key concepts of Media Studies – semiotics, narrative, genre, representation, et al. – in an accessible manner, and they provide

plenty of illustrative examples. You will need to obtain a copy of your own or perhaps share one with a friend. You can use an earlier edition (likely to be much cheaper), but you’ll need to check you’re reading the right chapter each week: chapter order changes from edition to edition.

McLuhan, M., and Fiore, Q. with Agel, J. (2008). The Medium is the Massage: An Inventory of Effects. London: Penguin. ISBN: 978-0141035826. RRP: £8.99; Amazon: £6.29.

Originally published in 1967, The Medium is the Massage is a short volume which distils many of Marshall McLuhan’s key ideas into aphorisms and brief, pithy paragraphs. Designed by Quentin Fiore, the typography and accompanying images cleverly illustrate the content, making this McLuhan's most accessible text. There are numerous editions of this book, many of which are available very cheaply second hand; any edition is acceptable for this module.

Levinson, P. (1999). Digital McLuhan: A Guide to the Information Millennium. London: Routledge. ISBN: 978-0415249911. Amazon: £19.85; Kindle: £18.86.

Each chapter of Paul Levinson’s book provides a clear introduction to one of McLuhan’s chief concerns. He then goes on to demonstrate how McLuhan’s thinking provides tools for us to think about changes

that the internet has brought about. Levinson helps to show how McLuhan’s ideas, so strange and provocative in the 1960s, are even more relevant today.

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BibliographyThe following is a brief bibliography of media studies texts that you may find useful. A more extensive bibliography is included on the module website.

Achbar, M. (ed.) (1994). Manufacturing Consent: Noam Chomsky and the Media. Montreal: Black Rose Books.

Branston, G. and Stafford, R. (2010). The Media Student’s Book. 5th ed. London: Routledge.

Curran, J. and Gurevitch, M., eds (2005). Mass Media and Society. 4th ed. London: Hodder Arnold.

Gauntlett, D. and Horsley, R., eds (2004). Web.Studies. 2nd ed. London: Arnold.Levinson, P. (1999). Digital McLuhan: A Guide to the Information Millennium.

London: Routledge.Lister, M. et al. (2003). New Media: A Critical Introduction. London: Routledge.McLuhan, M., and Fiore, Q. with Agel, J. (1967). The Medium is the Massage: An

Inventory of Effects. New York: Random House.McQuail, D. and Windahl, S. (1993). Communication Models. 2nd ed. London:

Longman.Newbold, C., Boyd-Barrett, O. and Van den Bulck, H., eds (2002). The Media Book.

London: Arnold.O’Shaughnessy, M. and Stadler, J. (2008). Media and Society: An Introduction. 4th

ed. Oxford: Oxford University Press.O’Sullivan, T., Dutton, B. and Rayner, P. (2003). Studying the Media: An

Introduction. 3rd ed. London: Arnold.O’Sullivan, T. and Jewkes, Y. (1997). The Media Studies Reader. London: Arnold.Stevenson, N. (1995). Understanding Media Cultures: Social Theory and Mass

Communication. London: Sage.Thwaites, T., Davis, L. and Mules, W. (2002). Introducing Cultural and Media

Studies: A Semiotic Approach. Basingstoke: Palgrave.Watson, J. and Hill, A. (2006). Dictionary of Media and Communication Studies. 7th

ed. London: Hodder Arnold.

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AssessmentThere are two elements to the assessment for this module: a Module Forum and a Case Study.

Module ForumObjective: The objective of the Module Forum is to provide you with the opportunity to engage in a series of online discussions that deal with different aspects of the module.

Brief: A forum is a website where participants can post questions, comments and observations. In the first class of the module you will be shown how to make posts in the Module Forum. The Module Forum contains three ‘seminars’ which address issues raised within the module: The Media, The Matrix, and Marshall McLuhan. There is also a Miscellaneous seminar for general chat.

You must post at least ten times in the Module Forum. Your posts can contribute to any of the seminar discussions: for instance, you might choose to post in a different discussion each time, or alternatively you might concentrate on a single discussion that particularly interests you. Posts in the Miscellaneous seminar do not count toward your assessment (i.e. you must make at least ten posts in seminar discussions other than the Miscellaneous seminar).

In order to pass this assignment it is vital that you fulfil the Assessment Criteria. The Assessment Criteria for the Module Forum are provided on p. 20.

Advice: When making posts in the Module Forum you are not expected to adhere to the same rigorous written standards that you employ in your Case Study: spelling, grammar, referencing, etc. are not as important here as the ability to engage in, and contribute to, the ongoing discussion. You will not be assessed on whether your posts are ‘correct’, but rather on whether they make a valuable contribution to the group discussion. You may find the Module Forum a good place to ask questions or try out ideas which relate to your Case Study.

Although your Module Forum posts won’t be assessed until Week 6 of the module, I strongly recommend that you complete your posts gradually, as the module progresses. One of the key assessment criteria for this assignment is that you interact with the other participants in the Module Forum, which will be difficult for those who leave all their posts till the end.

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Proportion: 50%Length: 10 postsDeadline: 1.00pm, Friday 31.10.14 (Week 6)Submission: Online

If you would like feedback on your Module Forum posts, please submit to the Post Box by the Refectory (Harcourt Hill campus) an A4 stamped, self-addressed envelope by the time of the deadline.

Case StudyObjective: The objective of the Case Study is to allow you to explore in greater detail an aspect of the media in which you are particularly interested.

Brief: You can choose to write a Case Study that relates either to the Vehicle Strand of the module or to the Environment Strand.

If you elect to write a Case Study that relates to the Vehicle Strand, choose a theory or approach within Media Studies that we have discussed in class (for example, semiotics, genres, narratives, representation, or audiences). Then select a specific artefact from the media (such as a particular film, an episode from a television series, a newspaper article, a cartoon, etc.). Use your chosen theory to produce a Case Study that analyses the artefact in detail.

If you elect to write a Case Study that relates to the Environment Strand, choose a probe or idea suggested by McLuhan which we have discussed in class (for example, extensions and environments, acoustic space, hot and cool media, the tetrad, discarnate man, the global village etc.). Then select a specific medium or communication technology (the smart phone, television, Twitter, carrier pigeon, YouTube etc.). Use your chosen probe to produce a Case Study that analyses the medium in detail.

In order to pass this assignment it is vital that you fulfil the Assessment Criteria. The Assessment Criteria for the Case Study are provided on p. 21.

Your Case Study must be word-processed, and include a list of references (Harvard Style). It should be 1500 words in length (excluding the list of references). Clearly number the pages, but do not place individual pages inside the pockets of a folder. A guide to using Harvard style referencing is available at: http://www.brookes.ac.uk/library/resources/harvard.pdf.

On the front cover of your Case Study you must state:

the module name (Understanding Media) the module number (U75102) your name

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your student number the theory or probe you have chosen the artefact or medium you have chosen the word count

If you would like your Case Study returned with feedback, you must submit with it a stamped, self-addressed envelope large enough to hold the assignment.

Advice: Unfortunately it is not possible for us to read early drafts of assignments. However, we are always happy to arrange a tutorial to discuss your ideas. In fact, we strongly recommend that you arrange a tutorial as soon as you have chosen a topic for your Case Study in order to discuss how best to carry out the assignment.

Proportion: 50%Length: 1500 words (+/- 10%)Deadline: 1.00pm, Monday 08.12.14

(Week 12)Submission: Post Box (by the Refectory) plus

Turnitin

Note that you must submit both a hard copy via the Post Box, and a digital copy via Turnitin.

Don’t forget to check the weekly pages of the website for suggestions and ideas on topics and readings for the Case Study.

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RegulationsMitigating CircumstancesThe University has approved a new way in which circumstances that may have affected your performance in an assessment will be considered – these are called ‘mitigating circumstances’. The new regulations are designed to make the process easier to understand, be more transparent, and to help you appreciate the way in which the University is able respond to your mitigating circumstances. This short summary describes the way in which the process will operate from 2010-11 onwards.

What are mitigating circumstances? Mitigating circumstances are circumstances which were beyond your control and which could not be reasonably accommodated by you and which seriously impaired your performance in assessment. All three parts of this definition must be met for the University to agree you were affected by mitigating circumstances. For example, these circumstances could be medical or personal. In all cases you will be required to provide satisfactory documentary evidence to support your claim – if you fail to supply satisfactory documentary evidence your request will be turned down. The only exception is for very short extensions to an assessment deadline (up to one week), where you may be allowed to self-certify your difficulties if there is a valid reason why you cannot provide evidence.

When should I submit my evidence of mitigating circumstances? In all cases, you should submit your claim and your evidence as soon as possible and in any case always before an assessment deadline or exam. If you miss a deadline you will not only need to demonstrate that you were affected by mitigating circumstances but you will need to provide evidence that you were unable to submit your claim by the deadline.

What if I miss a deadline without mitigating circumstances? If you miss an assessment deadline or an exam without approval for valid mitigating circumstances you will receive zero for that assessment.

If mitigating circumstances are approved, what will happen? If your claim for mitigating circumstances is approved then you will be granted an extension to your submission deadline of up to four weeks or allowed to re-sit your examination (or, in certain situations only, an entire module). The University does not increase marks on the basis of mitigating circumstances. This is because the University wants you to demonstrate your full potential in assessments – if it is agreed you were affected by mitigating circumstances then we will give you an extension or a re-sit so you can demonstrate your potential unaffected by such circumstances.

Where can I find out more? You can view the entire set of regulations online: http://www.brookes.ac.uk/uniregulations/current/acadregulations/specific/b5consideration_of_mitigating_circumstances.pdf

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Applications for the consideration of mitigating circumstances should be submitted through the link on your PIP page.

Late Submission of AssignmentsUnless you have mitigating circumstances and an agreed extension, the University-wide penalty for late submission of work will be zero marks awarded. Submission can only be considered successful if the work is submitted at the time and in the medium required. Therefore you need to ensure that, for your Case Study, you hand in a hard copy and submit electronically via Turnitin. Failure to do both of these mean zero marks will be awarded, even if the hardcopy was submitted by the deadline.

Turnitin and CheatingTurnitin is a web-based tool that supports students in the development of good academic practice when preparing written work for assessment. This text-matching tool allows academic staff to check students' work for improper use of sources or potential plagiarism by comparing it against continuously up-dated databases (including web-pages and student work). This module has been designated a compulsory Turnitin Module and this means that you will be asked to submit one coursework element through Turnitin via the module’s Moodle Site. This requirement is compulsory and failure to submit by the due date will result in a ‘late’ mark and failure to submit will result in a ‘fail’ mark. For this module, the Case Study assessment must be submitted to Turnitin (see Assessment for details, above).

Submitting your work to Turnitin is easy if you follow the procedure as described below:

For general guidance on submitting work please see: http://turnitin.com/en_us/training/student-training/submitting-a-paper

When you log into the module’s Moodle site you will see a link to the assignment submission page. Its name depends on what your Module Leader has called it (eg Assignment 1).

If you enter the folder you will see a SUBMIT button. If you double click on this button it will allow you to search your computer for your coursework file and to upload it onto Turnitin. Word files and pdf files are accepted. The above link contains a complete list of file types but almost all text-based file types are accepted.

When you have completed this action Turnitin will provide you with a receipt number. PLEASE STAPLE A COPY OF THIS RECEIPT TO YOUR HARD COPY SUBMISSION.

All assessments are intended to determine the skills, abilities, understanding and knowledge of each of the individual students undertaking the assessment. Cheating is defined as obtaining or attempting to obtain an unfair academic advantage. Cheating or assisting someone else to cheat (including attempting to assist someone else to cheat) may be subject to disciplinary action in accordance with the University's Disciplinary Procedure. The University takes this issue very seriously and students have been expelled or had their degrees withheld for cheating in assessments. If you are having difficulty with your work it is important to seek help

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from your tutor rather than be tempted to use unfair means to gain marks. Do not risk losing your degree and all the work you have done.

The University defines a number of different forms of cheating, although any form of cheating is strictly forbidden not only those listed below. These are:

Submitting other people's work as your own – either with or without their knowledge. This includes copying in examinations; using notes or unauthorised materials in examinations; submitting work you have paid for as your own; impersonation – taking an assessment on behalf of or pretending to be another student, or allowing another person to take an assessment on your behalf or pretend to be you. Plagiarism – taking or using another person's thoughts, writings or inventions as your own. To avoid plagiarism you must make sure that quotations from whatever source are clearly identified and attributed at the point where they occur in the text of your work by using one of the standard conventions for referencing. The Library has a leaflet about how to reference your work correctly and your tutor can also help you. It is not enough just to list sources in a bibliography at the end of your essay or dissertation if you do not acknowledge the actual quotations in the text. Neither is it acceptable to change some of the words or the order of sentences if, by failing to acknowledge the source properly, you give the impression that it is your own work. Collusion – except where written instructions specify that work for assessment may be produced jointly and submitted as the work of more than one student, you must not collude with others to produce a piece of work jointly, copy or share another student's work or lend your work to another student in the reasonable knowledge that some or all of it will be copied. Duplication – submitting work for assessment that is the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission. Falsification – the invention of data, its alteration, its copying from any other source, or otherwise obtaining it by unfair means, or inventing quotations and/or references. Custom Writing Services – this includes the use of any service which produces custom materials for a fee or other benefit. The University may consider any request placed with any form of custom writing service to be a form of cheating, whatever use is then made of the material produced, and therefore to be an offence under the Student Conduct Regulations. This extends to include any request for any piece of work (either formative or summative assessment or work which is not linked to any form of assessment or credit-bearing element of your programme) including, but not limited to, essays and dissertations (including outlines and guides), reports, exam notes, proposals, posters, presentations, the editing or improvement of existing work, statistical services and computing services including programme and code development. Assisting Others to Cheat – The University considers assisting others to cheat (including attempting to assist someone else to cheat) as a form of cheating for which the individual student providing assistance is culpable.

Matthew Andrews, Academic Registrar Approved at AESC 27 June 2012 & 31 October 2012

http://www.brookes.ac.uk/uniregulations/current/acadregulations/specific/b16cheating.pdf

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SupportUpgrade: Study Advice ServiceUpgrade is the University’s study advice service for anyone who wants advice on study skills, planning and writing assignments, etc. You can drop in for on-the-spot advice or you can book a tutorial (30 minutes). Consult the Upgrade website for times and places.

Web: http://www.brookes.ac.uk/services/upgrade/Email: upgrade@brookes.ac.uk

Student Support Framework

The role of the Student Support Coordinator (SSC) is to provide academic and pastoral support services for all students across the Faculty. They can help on a broad range of issues, answering questions where they can, offering support and acting as a referral service. They are here to help with anything from academic advice, such as helping you choose your modules, through to any personal issues you may experience. If they don't know the answer to your question, they will know someone who will.

Communication, Media and Culture SSC: Robert Drake, rdrake@brookes.ac.uk, 01865 488783, Harcourt Hill: B1/03

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Assessment Sheet: Module Forum Name Student Number Grade

To contribute effective posts to the Forum you will need to engage with a range of the module’s theories and probes, apply those theories and probes to relevant media examples, and interact with other forum participants. In your engagement with the theories and probes we have discussed in class it is less important that you get those ideas ‘right’ than that you make a concerted attempt to approach and use them. In your application of the module’s concepts to particular examples from the media you should try to explore how effective those concepts are for analysing and explaining your chosen examples and illustrations. Finally, your posts need to demonstrate interaction with other participants: you should engage with specific points raised by previous participants in the topic, and raise constructive questions which will go on to generate further discussion. Try not simply to state your own opinion on a matter, but to engage in a dialogue with the other participants by stating why you agree or disagree with them.

Grade Engagement Application Interaction

(70-100%) Forum posts demonstrate sustained engagement with a wide range of theories and probes discussed in class

Forum posts consistently apply the module’s concepts to a wide range of new, well chosen examples from the media

Forum posts engage in sustained dialogue with other participants and/or initiate original discussions

(60-69%) Forum posts consistently engage with a range of theories and probes discussed in class

Forum posts consistently apply the module’s concepts to new, relevant examples from the media

Forum posts consistently engage in dialogue with other participants and/or raise constructive questions

(50-59%) Forum posts mostly engage with some theories and probes discussed in class

Forum posts mostly apply the module’s concepts to new, relevant examples from the media

Forum posts mostly engage in dialogue with other participants and/or raise constructive questions

(40-49%) Forum posts sometimes engage with theories and probes discussed in class

Forum posts sometimes apply the module’s concepts to relevant examples from the media

Forum posts sometimes engage with other participants and/or raise constructive questions

Fail, resit (30-39%) Forum posts fail to engage with theories and probes discussed in class

Forum posts do not apply the module’s concepts to relevant examples from the media

Forum posts do not engage with other participants and/or appear only in the final weeks of the module

Fail, no resit (0-29%) Forum posts ignore theories and probes discussed in class

Forum posts do not apply the module’s concepts to examples from the media

Forum posts do not engage with other participants and/or appear only in the final days of the module

Comments Marker’s Signature

Date

Moderator’s Signature

Date

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Assessment Sheet: Case Study Name Student Number Grade

Grade Research Writing Understanding Application

70-100% Evidence of at least 5 texts read

Excellent clarity of expression Excellent structure Consistently accurate grammar, spelling and punctuation Consistently accurate referencing using the Harvard System

Excellent knowledge and understanding of theories and ideas

Original application of theory or probe to chosen artefact or medium

60-69% Evidence of at least 4 texts read

Thoughts and ideas very clearly expressed Very good structure Essentially accurate grammar, spelling and punctuation Essentially accurate referencing using the Harvard System

Very good knowledge and understanding of theories and ideas

Very good application of theory or probe to chosen artefact or medium

50-59% Evidence of at least 3 texts read

Thoughts and ideas mostly clearly expressed Good structure Some grammar, spelling and punctuation errors Some referencing errors using the Harvard System

Good knowledge and understanding of theories and ideas

Good application of theory or probe to chosen artefact or medium

40-49% Evidence of at least 2 texts read

Meaning apparent but not always explicit Fair structure Several grammar, spelling and punctuation errors Several referencing errors using the Harvard System

Fair knowledge and understanding of theories and ideas

Appropriate application of theory or probe to chosen artefact or medium

Fail, resit (30-39%) No evidence of independent research

Meaning is often unclear Poor structure Extensive grammar, spelling and punctuation errors Extensive referencing errors and/or Harvard System not used

Poor knowledge and understanding of theories and ideas

Poor application of theory or probe to chosen artefact or medium

Fail, no resit (0-29%) No evidence of independent research

Meaning is largely unclear Very poor structure Consistently poor grammar, spelling and punctuation Consistent referencing errors and/or Harvard System not used

Very poor knowledge and understanding of theories and ideas

Very poor application of theory or probe to chosen artefact or medium

Comments Marker’s Signature

Date

Moderator’s Signature

Date

21

22