ASSESSMENT ITEM 2
Item 3: Essay
Weighting: 60%
Length: 2500 words
Reference: 20 references
Choose ONE of the following essay topics.
1. Examine the theoretical and methodological issues associated with viewing the media in terms of effects? Draw on at least two theorists and discuss with relevance to research case studies when answering this question.
2. Drawing on relevant research critically discuss how new media technologies have blurred the lines between media consumers and media producers. How has this phenomenon impacted on media audience research?
3. Discuss the ways in which the media can provide opportunities for the citizen audience to exercise their democratic rights. Draw on at least two theorists and discuss with relevance to research case studies when answering this question.
4. Drawing on at least two theorists of ‘fandom’ and ‘fan activities’ discuss how the knowledge of fandom’ and ‘fan activities’ has contributed to our understanding of people and their relationship with the media?
5. What do scholars within the cultural studies tradition mean when they say that media audiences are ‘active’? Discuss with reference to Stuart Hall and media audience research.
File type and Format:
Please use Microsoft word document: doc or docx
Use 12pt font or above (Arial or Times New Roman)
Double line spacing
Include page numbers
Include header or footer on each page with your name, course code and date.
Use italics for titles, and bold for headings.
Use the AGPS Harvard referencing style (refer to the Griffith University library referencing tool)
Remember to cite all sources, to reference your work and to place a list of references at the end of your paper. Please access the Griffith University ‘Referencing Tool’ via the Griffith University library and follow the AGPS Harvard style.
NB At this level of study we expect students to include a range of scholarly sources including peer-reviewed journal articles, text books and reputable websites.
Essay Assessment includes the following criteria: read it please very important
The Student has:
Essay Content:
• Addressed the question and developed an argument/case on valid premises;
• demonstrated a clear understanding of key terms and concepts and applied them logically and appropriately;
• identified and justified any underlying assumptions and biases;
• remained open to other perspectives or when challenging these perspectives used relevant and reliable evidence to support your own claims.
Introduction to the essay:
• Defined the scope of your topic and included a clear, arresting thesis statement
Body of essay:
• Ensured that each paragraph has one central idea;
• ensured your paragraphs support the essay’s main idea or relate to it in some other way;
• used appropriate evidence, illustrations and arguments to support each paragraph’s main ideas;
• made links between preceding and following paragraphs and from the paragraphs to the essay’s main idea;
• included a final statement that either sums up the central idea of each paragraph;
• suggested implications, or provides one or more of the linkages mentioned in the previous point.
Conclusion to the essay:
• Summarised the main evidence in the essay;
• linked ideas and evidence back to the main ideas;
• provided rounding off, or evaluative comments, or pointed to implications or possible further developments;
• avoided introducing unrelated material

MARKING CRITERIA
The marking criteria are basically the same for the essay and ‘responses’ in terms of level and type of argument, criticism and discussion required. However, it is expected that presentation will be much better in the essay.
For (4) Pass or better:
• Evidence that you have read and understood the main definitions, arguments, concepts, examples relevant to answering the question.
• An attempt to apply that reading to the question asked.
For the final major essay to be marked at Pass or better you must reference correctly all sources, not just direct quotations but also ideas and arguments, statistics, etc. The bibliography as well as the referencing must also be in the HARVARD style as set out in the Study Guide (Study Skills 11). Essays which fail to conform to correct referencing requirements will either be returned for appropriate referencing, or marked unsatisfactory, depending on the extent of failure to follow referencing and bibliographical rules.
For (5) Credit or better:
• a more analytical, critical and exemplary interaction between materials read and questions asked
• discussion of debates over key issues
• discussion of subsidiary points and arguments
• evidence of relevant reading
• a use of relevant examples to demonstrate points
• no major spelling, grammar or organisation of essay faults
• no or little redundant material, i.e. material which does not extend or develop argument.
For a (6) Distinction or better:
• accurate comprehension of both major and subsidiary arguments and good coverage of these arguments
• no or few spelling, grammar or organisation of essay faults
• evidence of wide reading in course study material and accurate comprehension
• an essay structure and argument devised by the student (i.e. not one which just reproduces a summary of one source text after another), and greater evidence of evaluation and critical reading.

(7) High Distinction:
As well as the above criteria, the essay should be outstanding in every way. There should be very little in this essay that could be faulted. Examples of outstanding work include: innovative arguments, full substantiation of arguments (e.g. referenced sources, evidence), and critical commentary. In addition:
• commendable presentation
• evidence of extensive reading in course study material and understanding and deployment of that reading to answer the question asked
• advanced level of critical ability
• ideas clearly expressed, with no problems of ambiguity or lack of clarity.
*** Those are sources to use for searching + and NB At this level of study we expect students to include a range of scholarly sources including peer-reviewed journal articles, text books and reputable websites.

Use them for searching and as she said journal articles and text books
the book is : media and audience

http://reader.eblib.com.au.libraryproxy.griffith.edu.au/(S(y1guvgurukhtcb0j0mdn3j5i))/Reader.aspx?p=295455&o=109&u=b%2ba8GrlacRNTg%2biCl2RS9Q%3d%3d&t=1456169977&h=15E22D759C22E669F5B045538A9A161884FF153B&s=22969083&ut=412&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1
Screen Australia research

http://www.screenaustralia.gov.au/research/default.aspx

ACMA research

http://www.acma.gov.au/theACMA/Library/researchacma

Australia policy online

http://apo.org.au/creative-economy

Australian council research

http://www.australiacouncil.gov.au/research/australia_council_research/
digital nation

http://www.pbs.org/wgbh/pages/frontline/digitalnation/
You didn’t mention anything in my feedback for assessment 1, so i was just wondering if i should continue using this method for assessment 2?
She answered
Thanks for your question! This can be a confusing area and one that differs course to course and tutor to tutor. I think it reads more clearly if the citation is placed at the end of the sentence. While you can certainly introduce the author earlier in a sentence, if you are using a direct quote the citation should be placed immediately afterwards. Here are some examples of how I prefer citations to be formatted:
In his memoir, Smith referred to the perils of war (2007, pp. 13 – 17).
In his memoir, Smith stated “it was a bleak time” (2007, p. 14).
Workers at the factory referred the conditions as “bleak” (Smith 2007, p.14).
Does that help? Please let me know if you need further examples. I have found that placing citations after quotes and at the end of citations is usually the norm, but this may be different across disciplines so always check if in doubt!

ASSESSMENT ITEM 2
Item 3: Essay
Weighting: 60%
Length: 2500 words
Reference: 20 references
Choose ONE of the following essay topics.
1. Examine the theoretical and methodological issues associated with viewing the media in terms of effects? Draw on at least two theorists and discuss with relevance to research case studies when answering this question.
2. Drawing on relevant research critically discuss how new media technologies have blurred the lines between media consumers and media producers. How has this phenomenon impacted on media audience research?
3. Discuss the ways in which the media can provide opportunities for the citizen audience to exercise their democratic rights. Draw on at least two theorists and discuss with relevance to research case studies when answering this question.
4. Drawing on at least two theorists of ‘fandom’ and ‘fan activities’ discuss how the knowledge of fandom’ and ‘fan activities’ has contributed to our understanding of people and their relationship with the media?
5. What do scholars within the cultural studies tradition mean when they say that media audiences are ‘active’? Discuss with reference to Stuart Hall and media audience research.
File type and Format:
Please use Microsoft word document: doc or docx
Use 12pt font or above (Arial or Times New Roman)
Double line spacing
Include page numbers
Include header or footer on each page with your name, course code and date.
Use italics for titles, and bold for headings.
Use the AGPS Harvard referencing style (refer to the Griffith University library referencing tool)
Remember to cite all sources, to reference your work and to place a list of references at the end of your paper. Please access the Griffith University ‘Referencing Tool’ via the Griffith University library and follow the AGPS Harvard style.
NB At this level of study we expect students to include a range of scholarly sources including peer-reviewed journal articles, text books and reputable websites.
Essay Assessment includes the following criteria: read it please very important
The Student has:
Essay Content:
• Addressed the question and developed an argument/case on valid premises;
• demonstrated a clear understanding of key terms and concepts and applied them logically and appropriately;
• identified and justified any underlying assumptions and biases;
• remained open to other perspectives or when challenging these perspectives used relevant and reliable evidence to support your own claims.
Introduction to the essay:
• Defined the scope of your topic and included a clear, arresting thesis statement
Body of essay:
• Ensured that each paragraph has one central idea;
• ensured your paragraphs support the essay’s main idea or relate to it in some other way;
• used appropriate evidence, illustrations and arguments to support each paragraph’s main ideas;
• made links between preceding and following paragraphs and from the paragraphs to the essay’s main idea;
• included a final statement that either sums up the central idea of each paragraph;
• suggested implications, or provides one or more of the linkages mentioned in the previous point.
Conclusion to the essay:
• Summarised the main evidence in the essay;
• linked ideas and evidence back to the main ideas;
• provided rounding off, or evaluative comments, or pointed to implications or possible further developments;
• avoided introducing unrelated material

MARKING CRITERIA
The marking criteria are basically the same for the essay and ‘responses’ in terms of level and type of argument, criticism and discussion required. However, it is expected that presentation will be much better in the essay.
For (4) Pass or better:
• Evidence that you have read and understood the main definitions, arguments, concepts, examples relevant to answering the question.
• An attempt to apply that reading to the question asked.
For the final major essay to be marked at Pass or better you must reference correctly all sources, not just direct quotations but also ideas and arguments, statistics, etc. The bibliography as well as the referencing must also be in the HARVARD style as set out in the Study Guide (Study Skills 11). Essays which fail to conform to correct referencing requirements will either be returned for appropriate referencing, or marked unsatisfactory, depending on the extent of failure to follow referencing and bibliographical rules.
For (5) Credit or better:
• a more analytical, critical and exemplary interaction between materials read and questions asked
• discussion of debates over key issues
• discussion of subsidiary points and arguments
• evidence of relevant reading
• a use of relevant examples to demonstrate points
• no major spelling, grammar or organisation of essay faults
• no or little redundant material, i.e. material which does not extend or develop argument.
For a (6) Distinction or better:
• accurate comprehension of both major and subsidiary arguments and good coverage of these arguments
• no or few spelling, grammar or organisation of essay faults
• evidence of wide reading in course study material and accurate comprehension
• an essay structure and argument devised by the student (i.e. not one which just reproduces a summary of one source text after another), and greater evidence of evaluation and critical reading.

(7) High Distinction:
As well as the above criteria, the essay should be outstanding in every way. There should be very little in this essay that could be faulted. Examples of outstanding work include: innovative arguments, full substantiation of arguments (e.g. referenced sources, evidence), and critical commentary. In addition:
• commendable presentation
• evidence of extensive reading in course study material and understanding and deployment of that reading to answer the question asked
• advanced level of critical ability
• ideas clearly expressed, with no problems of ambiguity or lack of clarity.
*** Those are sources to use for searching + and NB At this level of study we expect students to include a range of scholarly sources including peer-reviewed journal articles, text books and reputable websites.

Use them for searching and as she said journal articles and text books
the book is : media and audience

http://reader.eblib.com.au.libraryproxy.griffith.edu.au/(S(y1guvgurukhtcb0j0mdn3j5i))/Reader.aspx?p=295455&o=109&u=b%2ba8GrlacRNTg%2biCl2RS9Q%3d%3d&t=1456169977&h=15E22D759C22E669F5B045538A9A161884FF153B&s=22969083&ut=412&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1
Screen Australia research

http://www.screenaustralia.gov.au/research/default.aspx

ACMA research

http://www.acma.gov.au/theACMA/Library/researchacma

Australia policy online

http://apo.org.au/creative-economy

Australian council research

http://www.australiacouncil.gov.au/research/australia_council_research/
digital nation

http://www.pbs.org/wgbh/pages/frontline/digitalnation/
You didn’t mention anything in my feedback for assessment 1, so i was just wondering if i should continue using this method for assessment 2?
She answered
Thanks for your question! This can be a confusing area and one that differs course to course and tutor to tutor. I think it reads more clearly if the citation is placed at the end of the sentence. While you can certainly introduce the author earlier in a sentence, if you are using a direct quote the citation should be placed immediately afterwards. Here are some examples of how I prefer citations to be formatted:
In his memoir, Smith referred to the perils of war (2007, pp. 13 – 17).
In his memoir, Smith stated “it was a bleak time” (2007, p. 14).
Workers at the factory referred the conditions as “bleak” (Smith 2007, p.14).
Does that help? Please let me know if you need further examples. I have found that placing citations after quotes and at the end of citations is usually the norm, but this may be different across disciplines so always check if in doubt!