MCCA104 – Engaging Media

MCCA104 – Engaging Media

Assessment Guide

Trimester 1A, 2024

Colleges of Business and Technology WA Pty Ltd T/A Curtin College CRICOS Provider Code 02042G

UNIT OUTLINE AND ASSESSMENT GUIDE

The Unit Outline and the Assessment Guide for Engaging Media provide the full requirements of the unit and both should be referred to when completing unit assessments.

PRESENTATION OF WRITTEN ASSIGNMENTS

In all the written assessments for this unit, it is important that you present your work in a way that communicates a professional attitude. Below are some formatting rules that should be followed for each written assessment:

• Type or word-process your assessment

• Use a 12 font size

• Use Arial font

• Leave a margin of 2.5 cm around all four sides of the page

• Use double spacing between lines

• Use a Header to insert you name and student ID number at the top of the page

• Number pages clearly

• Keep a copy of your submitted assessments

For Reference List:

• Formatted according the APA 7th Edition referencing system;

• Use single space for each source entry; and

• Use double space between entries.

• Use hanging indentation (from the second line of each reference)

• Alphabetise the reference list by author name

DETAILED INFORMATION ON ASSESSMENT TASKS

Assessment 1: Learning portfolio

Due Date: Sunday Week 6, 11.55pm via Turnitin

Weighting: 30%

Assessment Task

The learning portfolio is like an ongoing learning ‘diary’ that you maintain in detail for the first 6 weeks of the unit. It aims to guide you through the tasks and skills you require for completing the other assessment tasks in the unit. This assessment will assist you in achieving the unit outcomes by documenting your:

- ability to find and evaluate appropriate sources of information

- ability to critically analyse texts and develop critical thinking skills

- ability to synthesise ideas and effectively communicate in a formal manner

- ability to identify arguments and counter-arguments

Submission Requirements

Each week there will be specific tasks you need to carry out and record in your learning portfolio. You will need to document your portfolio in a Word Document, using the presentation guides (formatting) as outlined on page 2 of this document. Each week you will be required to show that you have completed each weekly task and this will be marked off on a log, this is to help guide your time management of this assessment and is part of your final assessment mark.

The tasks and writing exercises build on each other to ensure that you have the required skills and experience to tackle the next two assessments in the unit. You will need to submit all of the logs at the end of week 6 one Word document via Turnitin. (The submission point is under the week 6 tab on Moodle). Please save this document using the following pattern: MCCA104_A.1_(insert your full name)

A description of each week’s activities is listed below along with word limits for each task.

Week Topic Task

Description

1

1.1

Unit Orientation

Find the reading by Terry Flew.

- Identify and summarise the main argument.

- Note any questions/opinions/observations you have in connection to this reading.

- Remember to use correct APA 7th intext and end-of text referencing.

- Total word count 200 words +/- 10%. (Excluding references).

2

1.2

Critical Reading

Read “Remediation” by Bolter and Grusin in the journal

Configurations located in your reading list. Write a 250-word summary of the article that:

- Identifies the core argument.

- Identifies relevance (what is/ is not relevant to the contemporary media landscape.)

- Clarifies the terms key to the argument.

- Remember to use correct APA 7th intext and end-of-text referencing.

Hint: It’ll help to highlight and annotate the article when you first read it, then go over and locate the areas relevant to the summary that you’ll submit in this task.

Total word count for entry: 250 words +/- 10%. (Excluding references).

3

1.3

Critical Summary

Read “Recovering Fair Use”.

- In just 50 words paraphrase (without using quotations) what Collins argues about copyright and fair use.

- Remember to use correct APA 7th intext and end-of-Page 4 of 14 text referencing.

Total word count for entry: 50 words +/- 10%. (Excluding references).

4

2.1

Informed

Discussion

Find a remediation online.

For example, this digital text might be (but is not limited to) a piece of fandom, political commentary, or viral meme that is in public discussion.

Reference the remediation and include the link in your learning portfolio, and then answer the following:

- What is the original media format of the primary text;

- What is the remediated text;

- What are the differences in meaning between the original and remediated texts. (Consider how each are produced, distributed, and consumed.)

- Remember to use correct APA 7th intext and end-of text referencing.

- Total word count 300 words +/- 10%. (Excluding references).

5

2.2

Research Skills

Look at the essay topics for assessment 3 and choose one you find interesting, or think that you are most likely to answer.

- Specify the topic you have chosen in your journal entry.

- Conduct an evaluation of the essay question to identify key terms, include this in your journal entry.

- Find two appropriate academic peer-reviewed journal articles from Pro-Quest that you think are relevant to your topic.

- Write an explanation as to why these sources will be useful for your essay, including core arguments/ counter-arguments.

- Total word count 400 words +/- 10% (Excluding references). This should be broken down into 200 words for each source.

* Remember to keep a copy of your assessment and the receipt from Moodle notifying you that your submission was successful uploaded to Moodle.

Marking Criteria & Feedback

Engaging Media - Assignment 1 Learning Portfolio: Marking Rubric

This assignment will be marked according to how well it:

• Documents and demonstrates consistent and applied effort to complete tutorial tasks and reading

• Displays an understanding of critical thinking and analysis

• Is well-written and appropriately referenced

1. Effort to complete tasks and readings

F

Little or no evidence of consistent effort; tasks incomplete, insufficient documentation

P

Some evidence that tasks and readings attempted, inconsistent effort, not all tasks/processes clearly documented

C

Consistent attempt to complete tasks and readings; most tasks clearly documented

D

Clear evidence of engagement with tasks and reading, applied consistently over each topic; good documentation of processes and tasks

HD High level of engagement with readings and tasks; consistent application, each task fully explored; obvious evidence of planning and reflection

2. Critical thinking and analysis

F

No analysis of material or engagement with critical thinking – description of tasks only

P

Some evidence of critical thinking; mostly relies on description; too much focus on documentation, rather than analysis of process; over-reliance on summary or paraphrasing rather than interpretation

C

Attempt to provide critical analysis of readings and tasks; demonstrates reflection on and analysis of process; evidence of engagement with ideas beyond mere summary

D

Demonstrates clear evidence of critical thinking and analysis of readings and tasks; engages with ideas and arguments in written work; identifies key arguments and counter-arguments

HD Displays higher-order analysis linking activities, readings and tasks to key ideas and themes in the unit; excellent understanding of argument, relevance, and logic; sophisticated analysis of arguments and counter-arguments

4. Writing and referencing

F

Major problems with written expression; numerous grammatical errors and stylistic problems which make meaning unclear; no referencing

P

Some problems with written expression; some major grammatical or proofreading errors

C

Good written expression; some minor grammatical or proofreading errors

D

Very good written expression with few errors. Correct and consistent referencing.

HD Excellent written expression; uses sentences effectively; observes conventions of written English and manuscript format; makes few if any minor or technical errors. Correct and consistent Page 6 of 14 referencing.

General feedback: other factors influencing the grade

Entries too long

Entries too short

Tasks incomplete

Tasks incorrectly carried out

More attention needed to editing work

Referencing concerns – do not provide clear indications of when quoting or paraphrasing from another source; and/or little/no bibliographic information provided

Recommend student reviews academic integrity / plagiarism and referencing guidelines:

http://academicintegrity.curtin.edu.au/students/

Comments

Final Grade: /30 = %Assessment 2: Remediation Project

Due Date: Sunday Week 9, 11.55pm via Turnitin

Weighting: 30%

Assessment Task

Submission Requirements

This assessment consists of two parts. A practical creative response to the notion of remediation (remediation component), as well as research demonstrating your understanding of the processes of production, distribution and consumption, and how these may be changing in a digital media environment (written component).

This assessment assists you in achieving the unit learning outcomes because you will demonstrate:

- your practical skills in, and engagement with, the concept of ‘remediation’ and the contemporary media environment

- your critical understanding of the various factors influencing the production and consumption of media texts

- your ability to present these understandings in both written and creative form using scholarly references

Remediation Component:

Choose a media text that you enjoy and think would make a good candidate for ‘remediation’ (i.e. representing it in a different media form). Your text could come from any form of mass media. Some good examples include (but are not limited to):

- A book

- A poem

- A song

- A video

- A newspaper article

- A photograph

- A speech

You need to remediate this text – i.e. re-present the text in a different media format. For example, if the original text was a newspaper article, you could rework it as a webpage, or a video. You do not have to stick to a strict definition of what a remediation is; your new text may involve re-mixing, mash ups and changing the original context/text, but you’ll have to think about and justify why you have a

more open approach to remediation in the written component.

Your remediated text needs to be presented in an electronic format (e.g., as a pdf, video, webpage, blog, jpeg, etc.) As a general guide, audio or video texts should be no more than about 3 minutes long; involved graphical texts (e.g. graphic novel, cartoons) should be no more than 12 panels; text based remediations (including websites, blogs, newspaper article etc.) should be no more than 1100 words. It is advised that you choose from non-copyrighted materials for both your text and when creating your remediation. These can be found by selecting ‘tools’ on a google search and then filtering your searches to ‘labelled for reuse with modification’. (Please see screenshot below.)

Your remediation will not be assessed according to technological or artistic prowess, rather, on the creative use of the platforms affordances and on the success of the process of transforming the text into a different form and the understanding it suggests of the shifts in production, distribution and/or audience in a new/digital media environment. (Hint: it will be hard t demonstrate this understanding if your new text does not differ much in terms of production, distribution or consumption from the old text).

In order to fully engage with the issues surrounding new media production, you are required to upload your Remediation online to a platform appropriate to your chosen type of remediation. If possible, this upload should be kept private so that only you can see it. Once you have uploaded this remediation, you will need to screenshot this and email your screenshots and original remediation file to your teacher.

(Their email address can be found in the Unit Outline.) The files you have uploaded should then be deleted.

Written Component:

Along with the remediation you need to submit a short-written document that outlines your understanding of how your remediation changes the way in which the original text can/has been produced, distributed and consumed.

Your documentation should take the following format:

Original Text (200 words +/- 10% you only need to briefly list these)

- Title

- Format

- Producers (list in as much detail as possible. E.g. the people, companies or institutions involved in the production of the text).

- Distributors (list in as much detail as possible about the people, companies or institutions involved in the distribution of the text.)

- Consumers (identify the intended and/or likely audiences for this text.) Remediated Text (200 words +/- 10% you only need to briefly list these)

- Title

- Format

- Production (who/what was – or could – be involved in the production of the text)

- Distribution (how might this text be distributed? Who would be involved?)

- Audience (identify the intended and / or likely audiences for this text.)

Provide a response to the following (1000 words +/- 10%):

1. In your own words, briefly describe the process of remediating your text and articulate what might be differences in meaning between the original and remediated text/s.

2. In what ways does your remediated text demonstrate an understanding of how remediation impacts on the contemporary media environment?

3. What key themes and/or concepts covered in the unit do you think are raised by your remediation? Why/ How?

Please save your written component as a Word document, naming the document following the below pattern.

MCCA104_A.2_(insert your full name)

This will then need to be uploaded to Turnitin via the link on Moodle under the week 9 tab.

* Remember to keep a copy of your assessment and the receipt from Moodle notifying you that your submission was successful uploaded to Moodle.

Marking Criteria & Feedback

Engaging Media - Assignment 2: Remediation Project Marking Rubric

This assignment will be marked according to how well it:

• Demonstrates an understanding of the shifts in production, consumption and distribution in a new media environment

• Effectively engages an audience, working appropriately within the medium chosen

• Displays evidence of research and planning in terms of remediation and written component

• Links remediation to unit themes and concepts

1. Process (Remediation & written component)

F

Does not display understanding of concept or process of remediation; fails to engage adequately with remediation task and/or provide sufficient supporting written material;

P

Shows some understanding of process of remediated texts; may contain significant factual or conceptual errors, or misconceptions in terms of producers and/or audiences

C

Shows an understanding of the basic ideas and information involved in remediation; awareness of connections between remediated text and process of production and reception; may have some factual, interpretive, or conceptual errors

D

Displays good understanding of remediation and relation to production/consumption processes; goes beyond the obvious; may contain minor conceptual / factual errors

HD Sophisticated interpretive and conceptual approach; excellent understanding of factors involved in production and reception of remediated texts, demonstrated in both creative and written component;

2. Presentation (Remediation)

F

fails to engage the audience; no attempt to produce interesting or original content; and / or fails to re present original text in a new media

P

Some attempts to engage audience; partially successful in remediating from one form to another, may show limited or poor use of the media format chosen

C

Successfully remediates/remixes text in new form; Good attempt at engaging audience, working appropriately within the medium chosen; suggests some awareness of the target / appropriate audience

D

Remediation is presented in an engaging, original and/or imaginative manner; demonstrates good understanding of the medium used for presentation; shows awareness of audience

HD Highly engaging, imaginative and/or innovative remediation; Appropriate use of format and presentation demonstrates sophisticated understanding of the medium and audience; contains original ideas and or approaches

3. Research & planning (Remediation & written component)

F

Fails to display evidence of adequate research or planning for remediation and written component; bibliography inadequate; little or no supporting sources cited; fails to identify key groups involved in remediation.

P

displays some evidence of research and planning; some research conducted for written component, includes at least some relevant sources; Identifies some key groups involved in remediation; Page 10 of 14 bibliographic information may be inadequate and/or is incorrectly referenced

C

Project informed by competent planning and research; written component mostly well-researched and supported by appropriate references; identifies most key players in remediation process; bibliographic information mostly correct

D

Project supported by appropriate research and planning; very good use of sources; detailed identification of key groups suggesting independent research; mostly adheres to bibliographic style

HD Evidence of extensive research and planning; displays evidence of independent research and / or insightful analysis in identifying key groups; excellent use of sources; adheres correctly to APA style

4. concepts (written component)

Comments

Final Grade: /30

F

does not display related understanding of course themes and concepts; Fails to link remediation to broader issues

P

level of engagement suggests lack of understanding of unit material and concepts;

C

Good attempt to link remediation to some of the themes, issues and concepts of the unit

D

Clearly identifies and connects broader unit themes, issues and concepts to the remediation

HD

Due Date: Sunday Week 12, 11.55pm via Turnitin

Weighting: 40%

Assessment Task

Submission Requirements

Write a 1500-word essay responding to one of the questions below. Each question roughly relates to one of the key themes or issues considered throughout the unit.

1. Traditional applications of copyright are becoming unworkable in the contemporary media environment. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

2. Remediation is a key contemporary practise that performs McLuhan’s earlier notion that ‘the medium is the message.’ Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

3. Digital culture has changed the way we produce, distribute and consume music. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

4. Globalisation encourages the production of culturally diverse media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

5. Digital culture has changed the way we produce, distribute and consume news media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

6. Privacy is becoming increasingly relevant, and yet at risk in the context of social networking sites and social media. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

7. In a period of ‘post-truth’ media, the notion of credibility is becoming increasingly relevant, and yet difficult to obtain and discern. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

8. The success of digital games has changed the way we think about other traditional media production and consumption. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures and institutions.

9. The performance of identity online is increasingly intertwined with our offline identity. Critically discuss, utilising the concepts you have learned in the unit and applying critical understandings of media cultures.

In answering the question, you should also draw on critical texts and other media examples to support your argument. You will need to consult academic text to support your ideas, which should at minimum include some of the set readings for the unit, but also draw on academic sources found through your own research. A good essay is likely to include at least seven scholarly sources (e.g., books or articles from peer-reviewed journals written by academics).

In researching your answer, think about audience, cultural context, media organisations andinstitutions. Your essay may choose to focus on just one type of media ‘use’ we have covered, or could refer to one of more from entertainment, play, information and communication.

Your essay should be properly referenced according to APA 7th ed guidelines and include a reference list.

Please save your written component as a Word document, naming the document following the below pattern.

MCCA104_A.3_(insert your full name)

This will then need to be uploaded to Turnitin via the link on Moodle under the week 12 tab.

* Remember to keep a copy of your assessment and the receipt from Moodle notifying you that your submission was successful uploaded to Moodle.

Marking Criteria & Feedback

104 Engaging Media - Assignment 3 Marking Rubric

Final essay: 1500 words

This assignment will be marked according to how well it:

• Constructs an argument/ thesis

• Provides an informed, critical analysis using peer-review scholarly references (via readings or independent research)

• Presents information in a clear, coherent manner

• Engages the reader and effectively communicates

• Correctly references sources used

1. Analysis / conceptual

F

no discernible analysis; does not clearly address the question, or does not fully answer the question; no understanding of course materials, readings or assignment

P

shows lack of understanding of unit material and concepts; significant factual and conceptual errors; does not respond directly to the question as set; confuses some significant ideas or does not engage sufficiently with central terms

C

Attempt at offering independent analysis; shows an understanding of the basic ideas and information involved in the assignment; may not fully engage with central terms; may have some factual, interpretive, or conceptual errors

D

clear analysis of factors central to the assignment; good understanding of concepts; goes beyond the obvious; good engagement with central terms; may contain minor conceptual inconsistency

HD Presents cogent analysis directly responding to the set question; sophisticated interpretive and conceptual approach; insightful ideas often going beyond those presented in the course materials and reading; overall sophistication in both statement and insight

2. Structure

F

Lack of effective structure, no transitions; incoherent paragraphs; lack of clear introduction and conclusion; indicates little or no planning or revision

P

Ineffective structure; simplistic, wanders from one context to another; ineffective introduction / conclusion; illogical arrangement of ideas

C

Partially effective structure for answering the question; some awkward transitions; arrangement may not appear entirely natural; makes attempt at functional introduction and/or conclusion

D

Effective structure; clear introduction and/or conclusion; good use of paragraphs to delineate points; clear transitions between logically arranged paragraphs that are internally cohesive

HD Very effective structure for answering the question; appropriate, clear and smooth transitions; arrangement of paragraphs seems particularly apt; highly effective statement of analysis in introduction and conclusion

3. Written expression / language

F

Major problems with written expression; numerous grammatical errors and stylistic problems which seriously distract from the argument and / or make meaning unclear

P

Some problems with written expression; some major grammatical or proofreading errors; language marred by clichés, colloquialisms, inexact word choices

C

Good written expression; may contain some unclear or awkward sentences; imprecise use of words or over-reliance on passive voice; one or two major grammatical errors

D

Very good written expression; some mechanical difficulties or stylistic problems; may make occasional problematic word choices or awkward syntax errors; a few spelling or punctuation errors or cliché;

HD Excellent written expression; uses sentences effectively; usually chooses words aptly; observes conventions of written English and manuscript format; makes few if any minor or technical errors

4. Referencing / Appropriate use of sources / support for argument Adapted from UC Irvine Humanities Core Course Rubric; Accessed at http://www.ajdrake.com/e240_fall_03/materials/guides/wr_rubric.htm

Word length and other factors affecting the grade

Below the word limit

Close to or on the word limit

Above the word limit

Answers question as set

Does not answer question as set

Comments

Final Grade: /40

F

uses no references to support points; fails to cite sources or plagiarises; unclear or incorrect referencing style is used

P

Simplistic presentation of ideas as simple narrative or generalisation with little use of sources to support points; insufficient or awkward use of textual evidence; incorrect or mixed referencing style

C

Effort to use sources to support points; some ideas and generalisations unsupported; effort to present quotations appropriately; referencing style may have errors

D

presents clear major points supported with appropriate textual evidence; Effective use of sources and quotations to support points. Correct use of referencing style

HD

well-chosen examples; Very effective use of sources and quotations to support points; Correct use of referencing style; shows evidence of independent research and use of sources outside course materialsSUPPLEMENTARY AND DEFERRED FINAL

EXAMS/ASSESSMENTS

Supplementary Assessment

A supplementary assessment may be granted to a student by the Board of Examiners in order to provide an additional opportunity for a student to pass a unit. If a student passes a supplementary assessment their total mark will not change but their grade becomes a pass grade (PX – Pass with Supplementary).

Students who have qualified for a supplementary assessment will be notified by e-mail following the

Board of Examiners. Supplementary assessments will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time otherwise the offer will be withdrawn.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment.

A maximum of two supplementary assessments may be granted to the same student in a program.

For more information please refer to the Curtin Singapore’s Supplementary Assessment Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

Deferred Final Exam (if applicable)

If you are unable to submit the Final Assessment/Exam on time due to medical reasons or other extenuating circumstance, please complete the Application for Assessment Extension located in https://students.curtin.edu.sg/student-essentials/forms-and-documents/ and submit it together with the relevant documentation to [email protected] . An application for Assessment Extension is to be submitted prior to the due date. If this is not possible, it can be submitted within TWO calendar days following the missed assessment with the required documentation.

Deferred Final Assessment/Exam will be generally conducted in the first week of the next study period unless otherwise advised by the Curtin Singapore and students must be available to sit the assessment at the specified time.

For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy Assessment Submission Guideline, which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.