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2022rcode代写media essay 媒体essay指导需求样本

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2022rcode代写media essay 媒体essay指导需求样本

2022rcode代写media essay 媒体essay指导需求样本

Media & Communication Department, School of Art & Design, Coventry University2009/2010

M40MC/CMC Global Media and Communication

Note: M40MC is a newer 20-credit version for September 2009 entry onwards. For those who enrolled in January 2009 and part time students who enrolled in September 2008 or earlier, your version is 24-credit M40CMC.

Assessment 2COURSEWORK, Essay (60%)

Date set: Tuesday 3rd November 2009

Word limit & Format: Minimum 3000 for M40MC or 3500 for M4OCMC. The essay should have an appropriate title and it should be double-spaced and page-numbered. Make sure you reference properly (as per CU Harvard style) and include your name.

Deadline: Tuesday 15th December 2009, by 24.00 via CUonline

Return/Feedback: By Tuesday 26th January 2010, by 24.00 via CUonline

•Exchange for peer review via CUonline module mail, with a colleague not doing the same question as you, a COMPLETE draft of your essay – copying in the Module Leader by 12.00 on 指导essay Tuesday 24/11/2009. oSubmit complete draft to TurnIt In via link in ‘Assignments’ folder on CUonline home page. oRevise and correct before final submission.oSubmit your final complete essay via CUonline ‘Assignments’ link (left-hand menu) by 24.00 on 15th December 2009.Submit the same copy via the TurnIt In link in the ‘Assignments’ folder on the CUonline home page.

Answer any ONE of the following essay questions, using specific and relevant theoretical perspective(s)/approach(es) – giving recent examples where appropriate.

1. Like all businesses, the media are influenced by patterns of ownership, profitability, advertising and the pressures to increase audience ratings. Critically analyse this statement and examine the degree in which both the global media and the professional values of practitioners (such as journalists) have been corrupted by both corporate and political interests.

2. The media, news, and journalism have an important role to play in cultivating and improving the democratic quality of public life. Discuss this argument with particular reference to a specific political phenomenon or event of global interest, such as US and/or UK or Afghan elections.

3. The media is said to enhance the visibility of public life allowing people to scrutinise the dealings of powerful groups and state agencies, revealing hidden injustices, exposing untruths and allowing a questioning of what might otherwise be accepted as inevitable. Discuss this statement with particular reference to a recent conflict of global significance, for example the Palestinian-Israeli conflict.

4. Discuss, with reference to current or recent examples, the implications of the patterns of information flow for the international or global public sphere – especially with regard to people’s right to communicate.#p#分页标题#e#

5. The convergence of media ownership and the homogenisation of content are the first steps towards creating a ‘global media system’. Critically evaluate the validity of the theory of cultural imperialism in media contexts.

6. Does the emergence of various diasporic media challenge what Boyd-Barrett has termed, the “colonisation of communication space”?

7. Could there be an information society without more social equity/equality? Discuss with recent examples and relevant theoretical perspective(s).

8. The new Information Age has resulted in a situation where governments are not the sole or main agents of propaganda and psychological operations within countries and globally. Discuss this statement in the media essaylight of recent tactics employed by terrorist groups in desperate attempts to win the ‘hearts and minds’ of media audiences and political actors.

NOTE:You may negotiate with the Module Leader, and possibly your Course Director, to undertake and submit practice-based assignment(s) resulting in the production of an artefact (e.g. photographic, video, journalistic or other media piece/s) which may include a written review/report or essay. This could be a portfolio of journalism products in print (three or more articles of 3000-3,500 words), or broadcast (packages of three-five minutes), or web and other form, on a topic or topics negotiated with the tutors.

REFERENCING•Your essay should be a well-researched and structured discussion of the question/topic, with sources referenced in the Harvard academic style (see CU Harvard Reference Style information – guide and vault – on the Centre for Academic Writing web link via Study Support).

MARKING CRITERIA – LEARNING OUTCOMES•Your essay will be assessed on the extent to which it meets the relevant Learning Outcomes (see M40CMC Descriptor on CUonline and on the Module Info. Directory, CUPortal).•Your essay will also be assessed on how independently it answers the brief, its coherence/structure and its adherence to essay standards and conventions at MA level (see assessment feedback form on CUonline).

EFFORT HOURS •You should spend 54-108 hours on self-study for this essay.

Plagiarism Warning! Using other people’s work (e.g. words, images, etc) as if they were your own amounts to ‘stealing’ the words/ideas/images from real ‘owners’/authors so you should reference properly to avoid plagiarism charge. The minimum penalty for plagiarism is ‘zero’ for the module; maximum is exclusion from the university.Source:

Support: You can get support for your writing from the university’s Centre for Academic Writing (#p#分页标题 In any case, we strongly advise that you consult the Harvard Reference Guide ( If there are any changes necessary following assessment moderation, you will be advised of those changes accordingly. Feedback SheetMedia and CommunicationCoventry School of Art & Design Coventry UniversityM40MCGlobal Media and Communication Assignment No. 1(60%)Thematic EssayStudent Name

Your work is assessed under the following Intended Learning Outcomes.Please see CUOnline for details on the grading criteria80+%70-79%60-69%50-59%40-49%<40%1Identify and critically analyse theories and conceptualisations of global communication(s).2Understand and conceptualise the relation of economic, technological and political order on the globe to communication, in the form of not only media or cultural organisations but also communication processes and content between nations, societies, cultures.3Critically analyse communication policies, identify and discuss alternative policy routes, especially related to trans- and international organisations such as the UNESCO, EU etc.4Apply theoretical knowledge and analytical skills in the academic treatments of specific topics or case studies.6Apply theoretical knowledge and analytical skills in the academic treatments of specific topics or case studies.

Overall Indicative Mark%*

Feedback from marker/suggestions for improvement

Assessor’s NameSignature指导essay DateInternal Moderator*NB If the work is submitted late, the penalty for late submission will be taken into account.The mark is that following any such adjustment.Marks are subject to confirmation at the School’s Assessment Boards at the end of the Summer Term.Assessment criteria for writing based submissions in CSAD Class Mark range Guidelines Class I 90 – 100%

80 – 89%

70 – 79%In addition to that for 70 – 79% below, an outstanding response that could hardly be bettered. An exceptionally high degree of understanding, At level 3, meeting relevant professional expectations in terms of critical/analytic skills. It will incorporate original and innovative research, where specified. Outstanding in all respects.

In addition to that for 70 – 79% below, the work will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, it will show originality of conception or analysis.#p#分页标题#e#

The work will be entirely relevant to the assignment set. It will demonstrate a clear understanding, and an independent utilisation and evaluation of theories, concepts, issues and methodology, as appropriate. Demonstrates an informed and self-reflective awareness of the context of the work and its discipline . There will be evidence of wide-ranging reading and/or research, as appropriate. Responses will be written/presented in a clear, well-structured way, meeting professional expectations . At level 3, evidence of independent, critical thought and some originality of conception or analysis, would normally be expected. Class II : I 65 – 69%

60 – 64% Work which demonstrates a very good understanding and utilisation/evaluation of relevant theories, concepts, issues and methodology. Demonstrates an awareness of the context of the work and its discipline. The work will be accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading/research well beyond the recommended minimum will be present. Evidence of independent critical evaluation especially at Level three. Well organised and clearly written/presented.

A good understanding, with few errors. Demonstrating a good understanding and utilisation/evaluation of relevant theories, concepts, issues and methodology. Demonstrates an awareness of the context of the work and its discipline. Some irrelevant material may be present. Well organised and clearly written/presented. Reading/research beyond recommended in evidence. Class II : II 55 – 59%

50 – 54% Response demonstrating a good understanding of relevant theories, concepts, issues and methodology. Demonstrates an awareness of the context of the work and its discipline. Some reading/research beyond that recommended may be present. Some errors and inconsistencies of approach may be evident and there may be the inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented.

Response demonstrating a reasonable understanding of theories, concepts, issues and methodology. Work is likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured argument/case may not be consistent and expression/presentation may be unclear at times.ClassMark rangeGuidelines

Class III 45 – 49%

40 – 44% A piece of work demonstrating sufficient understanding of the discipline to constitute a pass, but may be incomplete and may not be supported by an appropriate contextual underpinning and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured, not well-conceived inconsistent with relevant material present but disconnected form the module narrative. Irrelevant material likely to be present.

Basic understanding demonstrated, with some correct description. Work is likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly structured, poorly conceived and poorly expressed/presented. Some material may be irrelevant to the assignment requirements. #p#分页标题#e#Marginal fail 35 – 39% Some relevant material will be present. Understanding will be poor, with little evidence of reading/research on the topic, or contextual awareness. Fundamental errors and misunderstanding likely to be present, discipline understanding will be poor. Poor structure and poor expression/presentation. Work may be largely derivative and barely competent. Much material may not be relevant to the assignment. Fail 30 – 34% 20 – 29% 0 – 19% Inadequate response to the assignment task, with little relevant material and poor understanding of theories, concepts, issues and methodology. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented.

Clear failure to provide response to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research. Poorly structured and inadequately expressed/presented.

Complete failure, virtually no understanding of requirements of the assignment. Material may be entirely irrelevant. Response may be extremely short, and in note form only. Response may be fundamentally wrong, inappropriate to the demands of the discipline. Not a serious attempt.

10 September 2008


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