莫纳什 MCD6050 Communications and Society 代写

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  • 莫纳什 MCD6050 Communications and Society 代写


    Monash College Diploma
    Diploma of Arts
    MCD6050
    Communications and
    Society
    1
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Contents
    Description ............................................................................................................... 2
    Objectives ................................................................................................................. 2
    English Language Outcomes .................................................................................. 3
    Learning and Teaching ............................................................................................ 4
    Unit Schedule ........................................................................................................... 4
    Assessment & Feedback ......................................................................................... 7
    Learning Resources ................................................................................................. 9
    Policies .................................................................................................................... 11
    Assessment Details ............................................................................................. ..13
    Contact Details
    Unit Leader:  Melanie Speldewinde
    Phone:  03 990 58611
    Email:  Melaine.speldewinde@monashcollege.edu.au
    Team Leader:  Sarah Huaraka
    Phone:
    Email:  sarah.huaraka@monashcollege.edu.au
    Reproduced and Published by:
    Monash College Pty. Ltd.
    Clayton, Victoria, Australia, 3800
    © Copyright 2015
    NOT FOR RESALE. All materials produced for this course of study are protected by copyright. Monash students are permitted
    to use these materials for personal study and research only, as permitted under the Copyright Act. Use of these materials for
    any other purposes, including copying or resale may infringe copyright unless written permission has been obtained from the
    copyright owners. Enquiries should be made to the publisher.
    arts-xxxx-uo-ddmmyy-v1.0-xx
    2
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Description
    The aim of this course is to provide the opportunity for students to explore what is meant by
    communication, how one can study communication practices and policies, mass communication
    technologies, and the significance that communication has to culture and society.
    The underlying premise of this unit is that communication is an important aspect of contemporary life.
    A simple definition of communication is that it refers to all the different ways in which humans interact
    with each other through meaningful connection. Sometimes the meanings imparted through
    conversation or advertising are intentional; sometimes they exceed what was intended and the symbolic
    function of the message or object takes on a life of its own.
    This unit provides a broad introduction to communications and media studies and its theoretical
    traditions and concepts, with a particular focus on contemporary communications and media industries
    and debates. It is designed to encourage students to apply their own individual and social contexts of
    communications and media to key theories of the discipline. Individual lectures are directed to providing
    basic theories and concepts within communications and media studies through an industry case study
    approach.
    Communication also impacts on our work, our leisure, our relationship to politics and economics, as
    well as our friendships and intimate relationships. Many of these personal and social connections take
    place through various kinds of communication technologies; and to be successful in either one’s
    personal or professional life requires an understanding of what makes communication function
    effectively. As such, industry, government and the community sectors, increasingly hire professionals
    whose job it is to manage communication. It is one of the aims of this unit to get you thinking about the
    history of mass communication technologies that will allow you to improve your understanding of the
    many communication contexts you encounter. The study of communications is therefore not just a
    theoretical enterprise; it also has a variety of practical applications. Whether your chosen vocation is
    that of communication specialist: journalist, radio and television broadcaster, speech writer, on-line
    blogger, research fellow or film-maker; or you feel that you would like to work in the music industry or
    public relations, work in an NGO or volunteer as a guide at a museum, communication will be central
    to what you do. The same applies to students who want to work in advertising, marketing, leisure and
    tourism, sports management, commerce, design, politics, the public service, and other fields where
    there is a high communication component associated with the tasks central to the occupation.
    Objectives
    When you have completed this unit, you are expected to:
    • be able to employ techniques to generate ideas, overcome writer's blocks, and structure
    argumentation.
    • have acquired or revised basic concepts of grammar, punctuation, spelling, use and style, and be
    able to apply these in correcting faults and in developing exposition, authorial voice and
    expression in essays.
    • have developed research skills in relation to primary, secondary and tertiary sources, both in hard
    copy and online sources.
    • have developed professional practice in the skills of referencing, quoting, paraphrasing, and the
    avoidance of plagiarism.
    • have developed techniques of argumentation by studying logic, fallacies, and techniques of
    persuasion and influence.
    • have acquired skills in the genre of academic writing, such as expositional sequences, rhetorical
    strategies, register, audience, and authorial voice.
    • have developed skills in drafting, redrafting, editing and proofreading.
    • possess a basic understanding of the field of communications
    • employ basic concepts in the study of communications
    3
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    • analyse the role of communications in processes of social and cultural change
    • be able to apply communication analysis to everyday life
    • be informed about areas of industry and community life where the study of communications is
    applicable and relevant.
    English Language Outcomes
    Speaking
    1. Perform effectively in English during a prepared presentation
    2. Participate effectively in groups during discussions of unit related content in English
    Listening
    3. Listen to and mostly comprehend spoken English including academic language,
    multimedia texts and classroom instructions
    4. Use note-taking strategies to record information from spoken and multimedia texts
    and show understanding
    Reading
    5. Use a range of reading strategies to comprehend written and visual texts including
    textbook, multimedia texts and academic genres
    6. Identify key information and produce accurate notes and summaries from written and
    visual texts to demonstrate understanding of key concepts and ideas
    Writing
    7. Write substantial, coherent and accurate texts following guidelines provided
    8. Produce short coherent written texts that appropriately respond to timed assessment
    tasks
    9. Support views with reference to literature, and by following academic conventions
    University Skills & Australian Socio-cultural Awareness
    10. Show effective independent research, critical thinking and learning skills
    11. Show socio-cultural awareness of Australian university and global contexts
    4
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Learning and Teaching
    This subject is delivered by way of a 2 hour lecture and 2 x 1.5 hour tutorials. The lecture will present
    and exemplify key concepts which will be expanded, clarified and discussed in the context of the weekly
    tutorials. It is very important for students to attend ALL lectures, to be introduced to all assessments,
    plus all the key concepts, ideas and arguments related to the weekly topics and readings.
    Students will work in groups to cover the recommenced readings for each week; this is designed to help
    students work through the key concepts and prepare them for tutorial discussions The tutorials will be
    an interactive forum for students to raise questions and participate in discussions.
    Students will be required to spend on average 5 hours per week attending lectures and tutorials, and 9
    hours each week in private study. This will involve required readings in the preparation for, and
    completion of, the various tutorial activities and major assessments.
    There are a range of tasks that students will need to factor in as they prepare for the trimester, including
    library access, correspondence with lecturer/tutor, reading and note taking, tutorial preparation,
    planning, drafting of written assessments and exam preparation. Some tasks will be weighted more
    heavily in different parts of the trimester, for example essay writing and the final examination.
    Workload requirements
    Tutorials will include on-line assessments, reading both articles and analysing the key arguments
    presented by the authors, quizzes and watching some film excerpts and videos related to the weekly
    topics.
    Additional workload requirements
    Refer to the unit guide for further reading for each week. This will help you plan the hypothetical
    problem relevant to your oral presentation, have a draft of your writing for the Major Essay to present
    for your tutor to check, have some questions to ask about the weekly topic.
    Unit Schedule
    Week Topic and Learning objectives Learning
    Activities
    1
    Introduction to unit
    2  The Press
    1. What is the role of newspapers in how you find and read the news?
    2. What are the differences between governments and the press in regulation
    of the media?
    3. Explain the changing business model of newspapers in the age of digital
    media?
    4. What are the links between media ownership patterns and influence of the
    press on the public?
    - Tiffen, R (2014)
    - Simons, (2007)
    3  Policy and Regulation
    1. How does Cunningham characterise the approach of the ‘third way’ in
    media and communications studies and how is it different from ‘critical
    media studies’?
    2. How far would you agree with Cunningham’s assessment. What has he
    left out or misrepresented?
    3. How are we to understand the three different approaches to the ‘public’ by
    Bourdieu, Foucault and Habermas?
    4. What kinds of argument do Bennet et al. put forward for continued public
    involvement in broadcasting? Are their points still valid?
    -Bennett, T,
    Emmison, M & Frow,
    J (1999)
    -Cunningham, S
    (2014)
    5
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Week Topic and Learning objectives Learning
    Activities
    4  Film
    1. How does cinema bring together older media forms?
    2. What technological and production/business innovations led to emergence
    of film industries in various countries and what challenge is posed by digital
    production and online delivery today?
    3. Account for the global ascendancy of the American film industry by the
    1940s?
    4. What are the alternative theorisations to the ‘cultural imperialism’
    argument?
    5. To what extent did an Australian film industry provide a local counter-note
    in the 1970s and what policy initiatives since from government have
    assisted the sustainability of local cinema?
    6. What are some examples of Australian ‘transnational cinema’?
    -Gorman, L & Mclean,
    D (2009)
    -Verhoeven, D (2014)
    5  Radio
    1. Explore the options for audio listening via digital audio subscriptions
    services (Spotify, Radio, JB Hi Fi Now). Discuss costs and benefits of
    these services in class. What, if any are the downsides of these services?
    2. Do you listen to a radio station? Which one? Do you consider yourself a
    loyal listener? What attracts you to that station? Music, personalities?
    Information?
    3. Have you tried to participate in a radio program? What was it for? Prizes?
    To comment on something, eg via talkback? Describe your experience.
    4. Do you use the social media services provided or other interactive or web
    based services by radio broadcasters (eg Facebook pages of presenters,
    podcasts from programs)? What do you use and why?
    5. Have you ever been a volunteer in community radio station? Do you listen
    to community radio? Describe your motivations for being a volunteer or
    what you think is different about community radio broadcasting?
    -Griffin-Foley, B
    (2014)
    -Lacey, K (2013)
    5  Radio / Popular Music
    1. How is popular music both a media and cultural industry?
    2. Who are the broadcasting ‘gatekeepers’ in the Australian music industry?
    3. What is a moral panic; give some music examples?
    4. In regard to copyright systems, is the new streaming model viable?
    -Horman, S (2014)
    -Luckmans, S (2008)
    6  Television
    1. How do public service television models differ across different nations?
    2. What roles should public service broadcasters play in the nation and
    society today as we are digitalising?
    3. How does digital TV change the way in which television is consumed and
    produced?
    4. Is there any concrete relationship between TV and the nation?
    -Harrington, S (2014)
    -Hartley, J, (2004)
    7  The Internet
    1. Was the development of the Internet (or something like it) inevitable, or
    does it only exist because of the specific historical forces (such as the Cold
    War and the San Francisco hippy ethic) that produced it?
    2. Is censorship and regulation always damaging to online communication?
    3. Dahlberg describes four ‘digital democracy positions’. Which, if any, of
    these describes your views?
    - Dahlberg, L (2011)
    - Goggin, G (2014)
    8  Video Games
    1. Are some of the fears surrounding video games (e.g. game addiction or
    the inculcation of violent behaviour) justified? Why/why not?
    2. How is playing a game different from consuming other media, such as
    reading a book or watching a television programme? How does interactivity
    come into this?
    - Goldsmith B (2014)
    - Hjorth, L (2014)
    -Newman, J (2002)
    6
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Week Topic and Learning objectives Learning
    Activities
    3. Video games have begun to appear in prestigious art museums, such as
    the Museum of Modern Art in New York. Can a video game be a work of
    art?
    4. How immersive can a game be? Is it possible to ‘lose yourself’ in a game?
    What do you think video games will be like in 20 years’ time?
    9  Social Media
    1. If a person only knew you through social networking, do you think they
    would be surprised by what you were like when they met you in person?
    Why?
    2. Are social media profiles a kind of ‘performance’? In what way?
    3. Is bullying a greater problem in social networks than in schools or other
    physical spaces? Why/why not?
    4. How do you think you’ll feel about the information you currently make
    public through social media in twenty years’ time?
    - Boyd, d m & Ellison,
    NB (2007)
    - Burgess, J & Banks,
    J (2014)
    10
    Privacy and Surveillance
    1. What are some differences between the two concepts of privacy and
    surveillance;
    2. How can the practices of public surveillance impact on certain individuals
    and groups which can lead to a lack of respect for citizen rights
    3. How important is it for policy and regulatory bodies to develop a model of
    informational privacy in terms of contextual integrity?
    - Bowles, K (2014)
    - Nissenbaum, H
    (2004)
    11  Sports Media
    1. In what ways does sport matter in the study of media and
    communications?
    2. What does the term ‘media sport’ signify about the changing historical
    relationship between sport and media?
    3. Politics and sport should be kept separate. Discuss the legitimacy of
    this popular claim made regularly in the media, considering the case of
    the Olympics, the AFL and/or the soccer World Cup.
    4. Citizens have a right to access sport for free on television. Do you agree
    with this statement? Explain
    - Majoribanks, T &
    Farquharson, K
    (2012)
    - Rowe, D (2014)
    12  Conclusion and Revision
    Exam Revision
    7
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Assessment & Feedback
    Assessment is part of the learning and teaching process. Assessment fairly, validly and reliably
    measures student performance of intended learning outcomes. Monash College Diplomas aims to
    provide a learning environment where students receive ongoing feedback on their academic progress.
    Assessment methods develop core discipline skills and professional competencies. Students receive
    feedback on their achievements and areas for improvement prior to undertaking final assessments.
    Feedback comes from teachers, your peers and yourself: it includes self-reflection, group discussions,
    guided readings, interactions with teachers, and assessments.
    Extensions for internal assessments need to comply with the Monash College Diplomas Special
    Consideration Policy: http://www.monashcollege.edu.au/__data/assets/pdf_file/0006/17097/DIP-
    Special-Consideration-Policy.pdf. Extensions can only be approved by the Team Leader.
    Each year students can provide feedback on Diploma units through the Student Evaluation of
    Teaching and Units (SETU) process. Student opinions are highly valued, and this feedback is used to
    refine existing curriculum design and assessment tasks.
    Turnitin – (Access from Moodle)
    Turnitin is text-matching software which assists students with referencing and citing, and correctly
    acknowledging the work of others.
    Submitting a file to upload:
    Click on the Turnitin assignment on the Moodle unit homepage, and follow the instructions on the My
    Submissions page.
    For instructions on using Turnitin go to:
    http://vle.monash.edu/supporttraining/learnbytech/turnitin/submit-assignment-student.html
    Online Submission of Assignments:
    Click on the Assessment on the Moodle unit homepage, and follow the Submission Instructions on
    the Assignment page. You will be required to read and accept a Student Statement before submitting.
    You must keep an electronic copy of your assignment. We also recommend that you keep a
    hard copy.
    Online Assignment Feedback:
    Your assignments need to be submitted on the due date, unless a prior arrangement has been made
    with the Unit Leader or Team Leader.
    Assignments will be returned online through Moodle. Students will be sent an email notifying them
    that the marked assignment has been returned.
    Assignment feedback will be provided to you within 2 weeks of assignment submission. Feedback
    may include: a criterion-based assessment rubric; written comments within the body of the
    assignment, and/or verbal feedback from your teacher. After marking, assessments will be returned to
    students according to item 3.9 of the Monash College Diplomas Assessment Policy:
    http://www.monashcollege.edu.au/__data/assets/pdf_file/0010/17101/dip-assessment-policy.pdf
    8
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Assessment Schedule
    Assessment Task  Details  Weight  Week Due
    A1: Online Assessment
    Individual  20%  2 -11
    A2: Major Essay (2000 words)  Individual (Hurdle)  25%  10
    A3: Tutorial Presentation  In pairs (Hurdle – Peer reviewed)  10%  2 -11
    A4: Final Learning Statement  Individual  10%  12
    A5: Exam  Individual, closed book (Hurdle)  35%  13-14
    Requirements to Pass this Unit
    In order to achieve a pass in the unit, you must achieve 50% or higher for your overall mark. Your
    overall mark combines your internal assessment marks and your exam mark. If you receive a 49N
    grade, you will automatically be awarded a 48N result.
    9
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Learning Resources
    Details of the prescribed and recommended resources for successful completion of this unit are listed
    below.
    Required Textbook
    Compulsory requirement for passing this unit.
    The following text book can be purchased from Monash University Bookshop, Clayton
    Campus
    • Cunningham, S & Turnbull, S, (eds.) 2014, The Media & Communications in Australia, 4 th
    Edition, Allen & Unwin. ISBN: 9781743311639
    • A Reader will be provided to students and weekly readings on Moodle.
    Additional Readings/Resources
    Books
    • Cunningham, Stuart (1992) Criticism and Policy in Australia, North Sydney, NSW: Allen & Unwin.
    • Frow, John & Morris, Meaghan (1993) Australian Cultural Studies: A Reader, St. Leonards,
    NSW: Allen & Unwin.
    • Turner, Graeme (2003) British Cultural Studies: An Introduction, 3rd Ed. NY: Routledge.
    • Watson, James & Hill, Anne (1997) A Dictionary of Communication and Media Studies, (Fourth
    Edition). London: Arnold.
    • Williams, Raymond (1962) Communications, London: Penguin.
    Journals
    • Continuum, Media, Culture & Society, Media International Australia, Metro Magazine, Screen,
    Screening the Past.
    Websites
    •  Media and Communication Studies website at http://www.aber.ac.uk/media/Functions/mcs.html, a
    series of links well worth exploring, on a wide range of media and communication topics.
    •  mediastudies.com, at http://www.mediastudies.com/, a website providing links to news outlets and
    educational material in media studies.
    •  Voice of the Shuttle is a collection of links for most humanities disciplines, including media
    studies, cultural studies, cyberculture and literary studies. Put together by staff in the University of
    California, English Department, at http://vos.ucsb.edu/index-netscape.asp
    •  Indigenous Media: http://caama.com.au/
    10
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Learning Management Systems (Moodle)
    Moodle is the name of the Learning Management System used for this unit to deliver learning
    materials and other resources such as quizzes and discussions.
    To access Moodle go to: http://mcpl.moodlesites.com and log in using your authcate username and
    password. Once you are logged in, you will see the list of units you are enrolled in that use Moodle. If
    you expect to see a unit in this list, and do not, please contact your lecturer.
    Your lecturer will demonstrate how to use the Moodle site, and explain what is expected of you when
    using Moodle, including any online assessment that must be completed. Please check Moodle
    regularly so you will be kept up-to-date with important information for your unit as it becomes
    available.
    Library
    The Monash University Library website contains details about your borrowing rights and how to search
    the catalogues. To learn more about the library and the various resources available, please go to:
    http://www.lib.monash.edu.au.
    Katie Julian (katie.julian@monash.edu) and Samantha Helfrich (samantha.helfrich@monash.edu )  is
    the subject librarian for Monash College at the Matheson Library, Clayton Campus. Katie can assist
    you with finding research for your assignments, as well as the following;
    • How and where to start researching for your assignment topic
    • Effective use of online databases and the internet
    • Finding and evaluating academic journal articles
    • Searching the Library’s collections
    • Citing and referencing
    For your current and future studies, you will need to build your knowledge and skills around academic
    searching, using databases, retrieving information and using correct referencing techniques. It’s a good
    idea to refresh and update your skills before you start the assessment tasks. You can do this by
    completing the tutorials available on the library website..
    11
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Policies
    Academic Integrity
    Monash College is actively committed to preventing plagiarism, cheating and collusion for the
    protection of the College’s reputation and standards for current and future students. Severe penalties
    may be imposed on students who engage in, or who support other students engaged in, activities
    which seek to undermine the integrity of the unit assessment process.
    Definitions
    Plagiarism: To take and use another person’s ideas and/or manner of expressing them and to pass
    them off as your own by failing to give appropriate acknowledgement.
    Cheating: Seeking to obtain an unfair advantage in an examination or in other written or practical
    work required to be submitted or completed by a student for assessment.
    Collusion: The presentation of work which is the result in whole or in part of unauthorised
    collaboration with another person or persons.
    For further information, refer to the 2.5 Late Penalties section of the Monash College Diploma
    Assessment and Procedures Policy:
    http://www.monashcollege.edu.au/__data/assets/pdf_file/0010/17101/dip-assessment-policy.pdf
    Applications for extension of time to submit an assessment
    If you require an extension of time to complete and submit your assessment task, you will need to
    apply for special consideration.
    Failure to submit an item of assessment by the due date without an approved extension of time will
    incur a penalty
    The Application for Special Consideration for In-Trimester Assessments form is available from:
    http://www.monashcollege.edu.au/__data/assets/pdf_file/0007/17098/dip-special-consideration-
    trimester-app-form.pdf
    Students may also apply for special consideration if they believe that illness or other serious cause
    has substantially affected their work during a teaching period or performance in an exam.
    For further information regarding special consideration and penalties for late submission of an
    assessment, refer to 2.5 Submission of assessed (non-test/non-exam) tasks section of the Monash
    College Diploma Assessment and Procedures Policy:
    http://www.monashcollege.edu.au/__data/assets/pdf_file/0010/17101/dip-assessment-policy.pdf
    Attendance
    Student attendance will be monitored to support students and to assist positive learning outcomes.
    For further information refer to the Student Attendance Policy:
    http://www.monashcollege.edu.au/__data/assets/pdf_file/0005/17087/DIP-Attendance-Policy.pdf
    12
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Students with a disability
    If you have a disability, medical or mental health condition that may impact your study, you can apply
    for support to study at Monash College. Disability Advisers can individually discuss and arrange
    reasonable adjustments to enable you to participate productively and independently in your studies.
    For further information contact Disability Services:
    Website: http://monash.edu/social-justice/disability
    Email:  disabilityservices@monash.edu
    Phone:  990 55704
    Drop In: Social Justice Unit, Level 1, Gallery Building (Building 55), Monash University, Clayton
    Campus.
    For students based at Caulfield Campus, a Disability Adviser/Coordinator is available for personal
    appointments on Wednesdays. Phone 990 55704 for an appointment.
    Equal Opportunity
    Monash College is committed to promoting equal opportunity for staff and students in employment,
    education and service delivery in accordance with universal principles of equity, fairness and social
    justice.
    For further information refer to the Monash University Equal Opportunity Policy:
    http://www.policy.monash.edu/policy-bank/management/student-comm-serv/equity-diversity/equal-
    opportunity-policy.html
    13
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Assessment Details
    MCD6050 Communications and Society
    Assessment 1: Online Assessment
    Status: Individual
    Weighting: 20%
    Due date:  Weeks 2-11
    Students are required to complete a set of online multiple choice and short answer preparation and
    comprehension questions each week. Time for this will be provided in the tutorials.
    Referencing requirements:
    Some weekly activities will require some referencing, for example: A quiz will not require referencing,
    but a research activity will require appropriate sources.
    To build your skills in citing and referencing, you can access the online Harvard referencing styles;
    http://guides.lib.monash.edu/citing-referencing/harvard - which can also be found at the
    http://guides.lib.monash.edu/monash-college, a guide to library resources and services for Monash
    College staff and students.
    14
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    Assessment 2: Major Essay
    Status: Individual
    Weighting: 25%
    Word limit: 2000 words
    Due date:  Week 10 – Friday, 9am
    **This assessment must be submitted on Moodle AND uploaded to Turnitin.
    Essay Questions
    Answer ONE of the following questions. Your response should be a combination of your own
    thinking, relevant scholarly work, and careful analysis of one key case study.
    1. How has television consumption and distribution shifted in relation to digital platforms? Discuss
    this in relation to Australian context.
    2. Do you think video gaming will lead to the demise of older entertainment media such as novels or
    films? Why/why not? Be sure to make reference to debates about the replacement of old media
    by new that accompanied the arrival of previous entertainment technologies (for example the
    television).
    3. Discuss the relationship between print media ownership patterns and Australian government
    policies, and the implications for media diversity.
    4. Have social networking services such as Twitter made traditional news reporting obsolete?
    Justify your response with reference to both some high-profile examples of citizen journalism and
    traditional theories of the role of news media.
    Learning objectives assessed:
    This assessment is intended to assess
    1. if you have developed a basic understanding of the field of communications;
    2. can employ basic concepts in the study of communications;
    3. can analyse the role of communications in processes of social and cultural change;
    4. are able to apply communication analysis to everyday life;
    5. are informed about areas of industry and community life where the study of communications is
    applicable and relevant
    15
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Presentation requirements:
    Your Essay must:
    1. Have a margin of at least 3 cm all the way around
    2. Be spell-checked using an Australian dictionary (not an American dictionary). For example, use
    ‘organise’ as opposed to ‘organize’.
    3. Have numbered pages
    4. Use a legible 12-point font
    5. Be 1.5 or double-spaced
    6. Be submitted according to the online submission instructions provided below.
    Referencing requirements:
    This essay must use correct Harvard author-date referencing as explained here:
    http://guides.lib.monash.edu/citing-referencing/harvard. Essays that do not adequately follow this
    requirement may have marks subtracted or be given no marks at all.
    A guide to library resources and services for Monash College staff and students to build your skills in
    citing and referencing http://guides.lib.monash.edu/monash-college.
    16
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    Assessment 2: Major Essay –MARKING GUIDE
    Criteria/
    Weighting
    1
    FAIL
    2
    PASS
    3
    CREDIT
    4
    DISTINCTION
    5
    HIGH DISTINCTION
    A: Introduction  Opening,
    introductory
    paragraph missing
    Opening,
    introductory
    paragraph.
    Rhetorical rather
    than directly
    related to the body
    of the essay
    Clear opening
    paragraph that
    discusses main issue
    and orients the
    reader to
    organisation of the
    paper
    Strong and clear
    introduction that
    discusses the issues,
    states the main point of
    the essay, and orients
    the reader to the
    organisation of the
    essay
    Highly appropriate and
    clear introduction to the
    paper indicating a
    sophisticated response to
    the issue and providing a
    clear outline of the
    argument.
    B: Literature  No use of unit
    readings/ Fails to
    understand core
    concepts. Over-
    emphasis on
    examples.
    Superficial use of
    unit readings and
    mention of core
    concepts. Over-
    emphasis on
    examples.
    Further reading
    mainly padding of
    the reference list.
    Use of unit readings
    applicable to the
    topic but without
    clear comprehension
    of core concepts.
    Further reading
    mainly padding of the
    reference list.
    Good comprehension
    of core concepts,
    appropriate use of
    examples, evidence of
    appropriate further
    reading.
    Sophisticated use of core
    concepts to analyse
    examples and other texts.
    Further reading chosen
    well.
    C: Argument
    and Discussion
    Construction of a
    coherent
    argument is
    missing
    Synthesis of
    material to
    construct a basic
    argument; lack of
    critical analysis
    or independent
    thinking
    Balanced argument
    with some critical
    /independent analysis
    of key readings.
    Some use of premise
    and conclusion
    indicators.
    Argument is well
    structured and correctly
    uses premise and
    conclusion indicators.
    Defines technical terms
    and provides
    independent reasoning
    for positions taken.
    Argument is tightly
    structured and material is
    synthesised and analysed
    in a sophisticated
    manner. Defines technical
    terms and provides
    independent reasoning
    for positions taken.
    D: Conclusion  Conclusion
    paragraph missing
    Concludes the
    question in a basic
    way
    Good conclusion that
    restates argument in
    a concise manner
    Strong and clear
    conclusion that draws
    together the argument
    in a logical manner.
    Strong and clear
    conclusion that draws
    together the argument in
    a logical manner. Shows
    subtlety in discussion and
    sees limitations in the
    argument.
    E: Referencing
    writing and
    presentation
    No or little use of
    Harvard / use of
    informal language
    / no or little
    attention to
    spelling, grammar
    Some use of
    Harvard / uses
    mainly informal
    language / many
    errors in spelling,
    grammar
    Sound use of Harvard
    / use of some
    technical language
    correctly / poor
    spelling, grammar
    Accurate and consistent
    use of Harvard. Clear
    expression with correct
    use of technical
    language / few spelling
    or grammatical
    mistakes
    All referencing and
    format guidelines
    followed to a publishing
    standard. Clear
    expression and precise
    use of language with no
    grammatical or spelling
    mistakes.
    17
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    COMMENTS:
    MARK: /25 / % Grade
    MARKER:
    18
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    Assessment 3: Tutorial Presentation
    Status: Individual / Peer reviewed
    Weighting: 10%
    Due date: Weeks 2- 11
    Details of task: All students are required to make a presentation to their class in which they
    address a hypothetical problem in collaboration with one or more other students.
    Topic Details:
    1  Introduction to unit 
    2  The Press
    The Melbourne Observer, a once-successful newspaper, has launched
    an online edition but still isn’t making enough money to replace the
    revenue lost by the decline in classified advertising. Most of its online
    content is currently free, but maybe putting up a paywall would save
    the newspaper’s finances. You are consultants hired to advise the
    newspaper about its online future – is a paywall the right idea?
    - Tiffen, R (2014)
    - Simons, (2007)
    3  Policy and Regulation
    The Australian government has decided that current media ownership
    laws are ineffective because so much of what Australians watch, listen
    to or read is delivered by the Internet, which is unregulated and global.
    Rather than giving up, however, the government has decided to
    produce a series of public service announcements giving advice on how
    to ensure a balanced diet of online media. You have been given the
    task of designing the campaign; what practices do you think will
    encourage people to get diverse, balanced and truthful coverage of
    events in Australia and internationally?
    -Bennett, T, Emmison,
    M & Frow, J (1999)
    -Cunningham, S
    (2014)
    4  Film
    Excelsior Films, a major Hollywood movie studio, is reeling after a
    series of costly box-office flops. Executives are desperate for a sure-
    fire money-spinner to reverse the studio’s fortunes. Make a pitch for a
    new film franchise that is based on existing intellectual property (e.g. a
    toy, video game, book, board game, comic book, fast-food restaurant –
    anything!) and set out all the possible revenue streams it could create
    (e.g. product placement, merchandise, etc.), as well as its potential to
    spawn a vast quantity of sequels and spinoffs.
    -Gorman, L & Mclean,
    D (2009)
    -Verhoeven, D (2014)
    5  Radio / Popular Music
    Microsoft has decided to start its own streaming audio service, but it’s
    going to have a tough time competing against the existing players. You
    are consultants hired to come up with a new and exciting streaming
    concept that will win listeners away from the likes of Spotify and Apple
    Music. Make a pitch for your innovative streaming service.
    -Griffin-Foley, B (2014)
    -Lacey, K (2013)
    -Horman, S (2014)
    -Luckmans, S (2008)
    19
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    6  Television
    Currently, rights to television shows must be negotiated separately for
    each national market. This arrangement is unpopular with viewers, but
    lucrative for rights holders. It’s also a headache for Netflix, which has to
    deal separately with its audience in each country. Netflix has hired you
    to convince the big media corporations to adopt a system of global
    television rights; how do you convince them to change?
    -Harrington, S (2014)
    -Hartley, J, (2004)
    7  The Internet
    You represent the government of the developing nation of Progeria.
    Your citizens have almost no access to the Internet, but Facebook is
    keen to deliver Internet.org, which will give them free access, but only to
    a small group of Websites selected by Facebook (which, of course,
    includes Facebook itself). Make a case for why Progeria should or
    should not take up the offer
    - Dahlberg, L (2011)
    - Goggin, G (2014)
    8  Video Games
    You have been hired by a television network to create a video game
    tie-in for television show. Which show do you choose, and how do you
    play the game?
    - Goldsmith B (2014)
    - Hjorth, L (2014)
    -Newman, J (2002)
    9  Social Media
    You are a group of entrepreneurs making a pitch for investment in your
    new social networking service. Tell your audience why your product is
    innovative enough to win people away from existing services.
    - Boyd, d m & Ellison,
    NB (2007)
    - Burgess, J & Banks,
    J (2014)
    10
    Privacy and Surveillance
    The Australian federal government has decided to draft a new law
    giving Australian citizens a ‘right to be forgotten’ on the Internet, and
    you have been given the job of drawing up a list of situations in which
    we do and don’t have the right to have online information about us
    removed. Present your list and justify your decisions.
    - Bowles, K (2014)
    - Nissenbaum, H
    (2004)
    11  Sports Media
    You are part of a new company that has created a virtual reality system
    for enjoying major sporting events and need to sell sporting
    organisations on its benefits. Select a particular sporting body (e.g. the
    AFL, FIFA, the International Olympic Committee, etc.) and pitch your
    product, explaining why sports fans will prefer a virtual reality sport
    experience to attending events in person.
    - Majoribanks, T &
    Farquharson, K (2012)
    - Rowe, D (2014)
    12  Conclusion and Revision
    Exam Revision
    20
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    Presentation requirements: Presentations must be from 5 to 10 minutes long. They should
    make use of a variety of media (hand-outs, posters, videos, slides, music, etc.).
    • Presentations will be followed by an ‘open floor’ discussion chaired by the tutor. As such,
    presentations should aim to open up class discussion.
    • You should try not to simply read from the page for your presentation – we want you to learn to
    ‘speak to a paper’.
    • You need to be well prepared and have a clear idea of what your main points are. You should
    beware of trying to say too much. Clear and concise is the aim.
    • You should draw upon your readings to make your arguments. You should also provide a media
    text as an example (drawn from the reading) to illustrate the points you make.
    • You are encouraged to use visual aids to help clarify the points you are making, e.g. relevant
    images on y our slides to highlight key ideas
    • The idea of the presentations is to explore the strengths and limitations of particular ways of
    thinking about the topic and the reading, and to encourage class discussion. The presentation
    should encourage the rest of the class to think about the strengths and limitations of the various
    perspectives raised in the context of the presentation. These are the kinds of things that will be
    taken into consideration when you are allocated marks for your presentation. Importantly,
    students will be assessed on the basis of their ability to put forward a convincing argument
    by drawing on the readings.
    • Individual assessment in group tasks: Marks will be assigned through a combination of class-
    and group-based peer review. All presentation group members will assess the contribution of their
    collaboration.
    Referencing requirements:
    This essay must use correct Harvard author-date referencing as explained here:
    http://guides.lib.monash.edu/citing-referencing/harvard. Essays that do not adequately follow this
    requirement may have marks subtracted or be given no marks at all.
    A guide to library resources and services for Monash College staff and students
    http://guides.lib.monash.edu/monash-college.
    Hints For Oral Presentations
    Analyse your audience. How much do they already know about your topic? What is their level of
    understanding of jargon? Are they going to be naturally interested, or do you need to do something
    dramatic to get their attention?
    1. Select one theme, and at the most two or three major points or concepts, based on your assessment
    of your reading. It is MUCH better to be selective and really get that idea across, rather than try to
    cover every aspect suggested by the topic.
    2. Plan a variety of presentation modes (eg discussion, hands-on activity, questioning, lecture, dividing
    the audience into ‘buzz’ groups, tests, videos) each taking no more than a few minutes.
    3. Ensure you have a clear introduction, body and conclusion.
    4. Be obvious in your material. You are familiar with it, but it may be the first time your audience has
    heard about the topic.
    5. Add up the time taken for your presentation and your activities. Will it all fit within the time limit?
    What will you leave out if an exercise takes longer than expected? What will you include if you
    suddenly find yourself at the conclusion with five minutes to go?
    6. Use note cards to record the main points. Learn the opening words of each major point. If necessary,
    have your presentation written out in full, but leave this on a table behind you.
    21
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    7. Use no more than six points on an overhead transparency. Use a large font and lower case letters
    which should be a least 0.5 cm tall.
    8. Spell-check and proofread.
    9. Rehearse beforehand in front of friends, family or a mirror.
    10. Do not hide behind barriers. Move any tables/chairs between you and the audience.
    11. Sign post your presentation. Introduce yourself. Have an overhead showing your presentation
    outline. Refer to this overhead during the presentation so the audience clearly knows where you are
    up to.
    12. Look briefly at your hand-held cards, and then speak directly to members of the audience. DO NOT
    SIMPLY READ OFF THE SLIDES/NOTES/CUE CARDS – these are only tools to assist you in giving
    an interesting and coherent presentation.
    13. Move around a little. Stepping forward creates rapport with the audience. Use the nervous energy
    adrenalin gives you. Consider your nervousness a positive thing. It helps you think quickly. If you
    have planned and practised thoroughly there is no need to be nervous.
    14. Involve the audience. Ask them if they can relate to something you describe. Can they share their
    experience about a particular media text/communication technology? Move them about to keep them
    alert.
    15. Don’t answer your own questions if the audience is silent. Give the audience time to think. Tell them
    to discuss the issue with the person sitting next to them, and collect feedback in another three
    minutes. Invite the audience to sum up during the session.
    If you run out of time, don’t try to rush your presentation. Instead, edit ruthlessly on the spot. Be sure
    to summarise at the end, relating to the achievement of your objectives.
    22
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    TUTORIAL PRESENTATION: MARKING GUIDE (PEER REVIEWED)
    Topic: ____________________________________________
    Criteria / Weighting
    1
    FAIL
    2
    PASS
    3
    CREDIT
    4
    DISTINCTION
    5
    HIGH DISTINCTION
    A: Preparedness  Students do not
    seem prepared to
    present. They
    frequently seem
    unsure of their
    material.
    Students are
    somewhat prepared to
    present, but some of
    their presentation
    seems thin.
    Students seem pretty
    well prepared. They
    have enough material
    to fill their time
    Students are well
    prepared. It is clear
    that they have worked
    hard to develop their
    ideas.
    Students are
    completely Prepared.
    They have a great
    deal of rich material
    and well-thought-out
    ideas to present.
    B: Collaboration  One member of the
    group seemed to be
    doing all the work.
    Both (or all)
    presenters contributed
    to the presentation,
    although there was an
    over-reliance on input
    from one person.
    All members of the
    group were prepared
    to contribute.
    However, one member
    tended to
    dominate/stay in the
    background.
    All members of the
    group contributed
    more-or-less equally.
    Questions were
    fielded by everyone
    and everyone seemed
    aware of their role.
    The members of the
    group were highly
    organised and worked
    together well.
    There was a tendency
    to collaborate on each
    part of the
    presentation, rather
    than dividing roles
    between people.
    C: Timing and
    conclusion of
    presentation
    Does not conclude
    on time. Does not
    present a full
    argument.
    Does not conclude on
    time, but provides a
    rushed and basic
    argument
    Does not conclude on
    time but summarises
    the argument.
    Concludes on time
    and clearly develops
    an argument.
    Concludes on time
    and clearly develops a
    sophisticated and
    persuasive argument
    D: Entertainment
    Value
    The presentation
    was unengaging.
    Little effort was
    made to entertain
    the class.
    An effort was made to
    engage and entertain
    the class, but this was
    hampered by a lack of
    planning and
    preparation
    An effort was made to
    include interesting and
    relevant material,
    although more thought

    莫纳什 MCD6050 Communications and Society 代写
    could have been given
    concerning how to
    present it to the class
    effectively.
    Presenters addressed
    the class confidently.
    They had a good
    selection of topical
    material to present,
    and made its
    relevance to their
    argument clear.
    Presenters did an
    excellent job of
    involving the class in
    their presentation.
    They used a wide
    variety of media and
    made their relevance
    to the presentation
    clear.
    E: Response to
    audience
    Cannot answer
    questions.
    Attempted to answer
    questions and respond
    to comments.
    Addressed answers to
    the tutor rather than
    the questioner.
    Answers to questions
    reflected prior thought
    about the strengths
    and weaknesses of
    the argument.
    Addressed answers to
    the tutor rather than
    the questioner.
    Acknowledged issues
    that had not been
    thought out.
    Answers addressed
    the questioner.
    Answers to questions
    displayed breadth
    knowledge of the topic
    beyond the
    presentation. Sought
    clarification of
    questions or
    comments not
    understood, and gave
    precise answers.
    Acknowledged issues
    that had not been
    thought out.
    Addressed the
    questioner. Answers
    to questions display a
    sophisticated
    knowledge of the topic
    beyond the
    presentation and
    considerable thought
    about the issue.
    Sought clarification of
    questions or
    comments not
    understood, and gave
    precise answers.
    Acknowledged issues
    that had not been
    thought out.
    23
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    COMMENTS:
    MARK: /25  / % Grade
    MARKER:
    24
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    Assessment 4: Final learning statement
    Status: Individual
    Weighting: 10%
    Word Limit: 500 words
    Due date: Week 12
    Details of task: At the end of the trimester, each student will submit a short piece of writing reflecting
    on their learning experiences in the unit. Statements should summarise key learning experiences, and
    highlight the ways in which they have informed students' understanding of their personal relationships
    with the media and communication technologies.
    Presentation requirements: Your learning statement must:
    ●  Have a margin of at least 3 cm all the way around
    ●  Be spell-checked using an Australian dictionary (not an American dictionary). For example,
    use ‘organise’ as opposed to ‘organize’.
    ●  Have numbered pages
    ●  Use a legible 12-point font
    ●  Be 1.5 or double-spaced
    ●  Be submitted on Moodle and must be the student’s own writing.
    25
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    Assessment 4: Final learning statement – MARKING GUIDE
    Name: ___________________________________________
    Criteria /
    Weighting
    1
    FAIL
    2
    PASS
    3
    CREDIT
    4
    DISTINCTION
    5
    HIGH
    DISTINCTION
    A: Familiarity with
    material
    Demonstrates little
    familiarity with
    material taught in
    the unit.
    Shows limited
    familiarity with material
    taught in the unit, but
    only engages with one
    or two topics.
    Reflects a broad
    familiarity with material
    taught in the unit,
    although somewhat
    lacking in depth.
    Reflects a broad
    familiarity with material
    taught in the unit and
    some independent
    thinking about issues
    raised.
    Reflects a broad
    familiarity with material
    taught in the unit and
    sophisticated
    independent thinking
    about issues raised.
    B: Personal
    reflection
    Draws little if any
    connection between
    material in the unit
    and personal
    experiences.
    Draws some
    connection between
    material in the unit and
    personal experiences.
    Demonstrates
    substantial awareness
    of connections
    between material in
    the unit and personal
    experiences.
    Does a good job of
    relating material in the
    unit to personal
    experiences.
    Draws strong
    connections between
    material in the unit and
    personal experiences.
    Demonstrates a
    sophisticated
    reflection on the
    connection between
    the two.
    C: Structure  Little structure. The
    statement lacks
    clarity and
    coherence.
    Structure is loose and
    would benefit from
    more careful planning.
    Evidence of some
    planning of structure.
    However, the
    statement would be
    clearer with some
    further planning and
    editing.
    Statement is clear and
    unified. There is a
    logical flow of ideas,
    and the relevance of
    all material is clear.
    Statement has a tight
    and very effective
    structure. It flows
    smoothly from one
    idea to another and
    builds towards a clear
    conclusion.
    D: Presentation  No or little attention
    to spelling,
    grammar. Statement
    may be significantly
    too long or short.
    Many errors in
    spelling, grammar.
    Statement may be
    significantly too long
    or short.
    Poor spelling,
    grammar. Statement
    may be slightly too
    long or short
    Clear expression with
    correct use of
    technical language /
    few spelling or
    grammatical mistakes.
    Statement is less than
    50 words above or
    below word limit.
    Clear expression and
    engaging use of
    language with no
    grammatical or
    spelling mistakes.
    Statement is less than
    50 words above or
    below word limit.
    26
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    COMMENTS:
    MARK: /20  / % Grade
    MARKER:
    27
    Unit Outline
    Diploma of Arts
    monashcollege.edu.au
    ABN: 064 031 714
    CRICOS: Monash College Pty Ltd 01857J
    MCD6050 Communications and Society
    Assessment 5: Exam
    Status: Individual
    Weighting: 35%
    Length: 2 hours (Closed Book)
    Due date: Weeks 13-14
    A two hour exam on the materials covered in this unit will be held during the Examination
    Period.

    莫纳什 MCD6050 Communications and Society 代写
    The exam will assess Topics 2-11.
    The use of additional material (e.g. notes, textbooks, course readers) will not be allowed during the
    examination.
    Students are to complete ten multiple choice questions (Section A). As well three short answer
    questions (Section B) will be graded according to ability to:
    (a) directly address the question;
    (b) incorporate key ideas, concepts and debates discussed in lectures and tutorials;
    (c) display evidence of individual analysis and thought about key concepts introduced in the weekly
    readings
    Some time will be dedicated to exam revision in the lecture and tutorials in Week 12.
    莫纳什 MCD6050 Communications and Society 代写