CYB106: Global media & entertainment industries
Assessment Task 2
Task overview
Assessment name:
Essay
Task description:
You will address a key issue or concept from the unit in a fully referenced critical essay drawn from weekly responses.
This task is designed to:
Train you in processing large amounts of information, distil the important points, critique, and extend the ideas of the authors.
Focus your attention on key ideas in the texts and how to draw connections between them to make your own argument that builds on existing ideas.
Develop your strategic thinking in response to media business in global contexts.
Learning outcomes:
1, 2
Due dates:
Refer to the Blackboard site.
Length:
1500 words (+/- 10%) (excludes Reference List at the end)
Weighting:
30%
Individual/Group:
Individual
Authentic Assessment:
Yes No
Formative/Summative:
Summative
How will I be assessed:
7-point grading scale using a rubric
Task details
Rationale:
This assessment gets you to think about how globalisation will shape your media career and why this is important. Your goal is to make connections between your future career in media and entertainment industries and how global processes impact it. You are highly encouraged to use weekly reading questions for inspiration and draw from relevant quiz responses for draft material.
Essay prompt:
Why should professionals and/or organisations in a specific media and entertainment industry critically consider and account for the processes of globalisation? Your response to this question must explicitly draw on what can be learned from the ‘local contexts’ that take centre stage in the prescribed readings. In your response, you must also present your own critical view of globalisation’s impact on media and entertainment industries, and why you think this?
Requirements:
Use in-text referencing to apply and connect key / relevant ideas about the processes of globalisation discussed in the unit to a specific media and entertainment industry of your choice (i.e., television, film, videogames, music, audio).
How can the ideas in the prescribed readings be used to analyse the chosen industry?
When citing the prescribed readings, demonstrate a working understanding of the local contexts (i.e., India, Nigeria, New Zealand, China) that are investigated in them.
How do the processes of globalisation take place in these local contexts? What is unique about these contexts in relation to how they negotiate and encounter globalisation?
Have a specific thematic focus/scope in relation to globalisation. To give you some possible themes to explore, you may like to consider one of the following discussions/themes that are explored in classes:
Government regulation and reformation, global trade networks, and national brands (making sense of national goals)
Distinct local identity/culture/entertainment that is globally influenced (making sense of globalisation and global trends in local production)
Global movement of labour/skills/expertise (making sense of global economies)
Accessing local markets and audiences (making sense of local restrictions)
You may develop another idea not listed here but it must be approved by your tutor first.
Ensure that all supporting evidence is correctly cited in-text (i.e., information, examples, ideas, and theories).
Questions to help you think about analysing the processes of globalisation:
How would a media professional negotiate and navigate the challenges and opportunities brought about by globalisation? How would it impact them day-to-day or in the long-term? You could imagine yourself as a media professional having to negotiate various processes and impacts of globalisation on your specific media industry.
Questions to help you think about taking a critical view of globalisation:
Based on the impact of globalisation on media and entertainment industries, what do you think is ‘good’ or not so good about globalisation? What do you think is complex about the way processes of globalisation impact media and entertainment industries? Do you agree or disagree with what authors from the prescribed readings argue? Why?
Typically, higher achieving essays will:
Have a clear, specific, and authentic argument (i.e., thesis statement) that explicitly and authoritatively presents a critical view about the impact of globalisation in the introduction.
Have an introduction that clearly communicates: 1) an explicit thesis statement (in bold); 2) clearly communicates the essay’s structure; 3) the specific theme/focus; 4) specific media and entertainment industry of interest.
Have paragraphs that provide topic sentences that both explain the point of the paragraph and clearly support the argument raised in the thesis statement.
Seamlessly synthesize a variety of additional peer-reviewed scholarly material from media industries research and trade press examples. They do not rely on any single additional source too heavily.
Use scholarly sources drawn from journals or books in the fields of media industry studies, media studies, production studies, cultural studies, fan studies, communication studies, film/TV studies, popular music studies, game studies. See ‘The List’ on Blackboard.
Take the time to explain the authors’ ideas, arguments, and debates, to demonstrate a mastery of the scholarly work being drawn on. E.g., quoting and paraphrasing, followed up by an in-depth articulation of how this applies to the point you are making.
Cite a trade press source for any media industry examples they draw on. Similar to explaining scholarly work, you should take an appropriate amount of time to discuss the relevant parts of the example.
Ensure that trade press examples introduced are ideally drawn from well-known and highly visible industry publications. See ‘The List’ on Blackboard. Also, limit the use of corporate blogs when better options are available.
With any evidence (peer-reviewed, trade press) being used, you should explicitly articulate how you are using it within the context of each point in your analysis:
Provide contextual information?
Support or confirm ideas? Provide contrasting or alternative viewpoints?
To provide a framework/model to unpack ideas, themes, processes, decisions in-depth?
Presentation requirements:
This assessment task must be structured as a standard academic essay with paragraphs and use academic language, ensuring that it is:
12-point Times New Roman or Arial
Double line spacing
Use QUT APA referencing
Resources needed to complete task:
Weekly readings and resources on the Blackboard site
External academic and industry sources that you locate outside the Blackboard site
QUT Cite|Write site
What you need to submit:
Filename style: CYB106_A2_StudentName_TutorName.doc
Submit the Word document or PDF to Turn-it-in with your name, your tutor’s name, and reference list.
Check your similarity report in Turn-it-in.
Ensure that you have an emailed receipt for the submission. Without a receipt, your document has not been submitted successfully.
Academic Integrity
As a student of the QUT academic community, you are asked to uphold the principles of academic integrity during your course of study. QUT sets expectations and responsibilities of students specifically stating that students “adopt an ethical approach to academic work and assessment in accordance with this policy and the Student Code of Conduct (E/2.1)”. Students need to be aware that academic integrity refers to text and non-text sources, i.e. “copying or adapting non-text-based material created by others, such as diagrams, designs, musical score, audio-visual materials, art work, plans, code or photographs without appropriate acknowledgement” (MOPP C/5.3.6 Academic Integrity). It also includes self-plagiarism, this “involves the re-use by a student of their own work without appropriate acknowledgement of the source. Students should seek express consent from the unit coordinator prior to re-using their own work in an assessment submission” (MOPP C/5.3.6 Academic Integrity).
Students are expected to demonstrate their own understanding and thinking using ideas provided by ‘others’ to support and inform their work, always acknowledging the source. While we encourage peer learning, it is not appropriate to share assignments with other students unless your assessment piece has been stated as being a group assignment. If you do share your assignment with another student, and they copy all or part of your assignment for their submission, this is considered collusion and you may be reported for academic misconduct. If you are unsure and need more information http://www.mopp.qut.edu.au/C/C_05_03.jsp#C_05_03.03.mdoc.
Tip sheet
How do I come up with my own point of view/argument/thesis statement?
Start with the debates, ideas that the authors present about the processes of globalisation. What do you think about these ideas? What is your take on the debates and ideas that are brought up by the authors?
The thesis statement typically comes last in the introduction, but wherever it is, make sure that it is bolded for the reader.
Note that a purpose statement is not a thesis statement.
How do I figure out the overlapping connections between the 4 different readings?
What do the authors say about globalisation in relation to production, circulation, consumption?
Write your notes down in a table, and then see if there are any overlaps or common connections:
Punathambekar (2013) [Week 3]
Lobato (2010) [Week 4]
Thompson (2007) [Week 5]
Kokas (2017) [Week 6]
Insert notes here
Insert notes here
Insert notes here
Insert notes here
How do I go about ‘synthesizing’ scholarly material when citing or paraphrasing?
You must explain the authors ideas in your own words (making sure to cite when paraphrasing); and if/when you include direct quotes that cannot be said better, you must provide a sentence that summarizes the quote in your own words.
Either way, you absolutely must explain how the paraphrased ideas direct quotes are relevant and linked to the overall thesis statement/argument. I.e., with any evidence (peer-reviewed, trade press) being used, you should explicitly articulate how you are using it within the context of each point in your analysis:
Provide contextual information?
Support or confirm ideas? Provide contrasting or alternative viewpoints?
To provide a framework/model to unpack ideas, themes, processes, decisions in-depth?
Any external examples used must be cited from popular news media or trade press.
Your APA in-text citations should look like: Words words words words (Authors, 2020, p. 10).
Page numbers must be included for direct quotes and should be included for paraphrased ideas.
Your direct quotes use quotation marks – i.e., ” instead of apostrophes ‘
You are encouraged to use additional scholarly research from ‘The List’.
How do I ensure that I am demonstrating my knowledge of the unit content throughout the essay?
When using terms, you must paraphrase the ideas and cite the author. This will show us that you understand the term/idea before you use it in the body.
Depending on how you use them, terms/ideas can:
help setup some context,
be used to compare to another term/idea
provide a ‘model’ (way that a thing is thought to work) before it is applied to an example.
act as frameworks or ‘tools’ that ‘glue’ together your argument and analysis.
Ensure that each sentence that you write does not seem too broad/vague/unclear or potentially lead to more questions. This is a good way to initially check if you have done enough.
How do I construct a paragraph?
Your topic sentences are typically your claims/arguments.
The following sentences will be a combination of presenting evidence (other authors’ ideas; examples) and providing detailed/further analysis (your take) on the evidence you present. These sentences will also explain how the evidence supports the claim made in the topic sentence.
Your paragraphs will not be page-long.
What should the introduction include?
Your introduction must set the context and highlight the structure of your body.
Typically, communicating the structure of the body is done by presenting paraphrased versions of your topic sentences.
These statements are presented in order that they appear in the body.
The thesis statement typically comes last in the introduction, but wherever it is, make sure that it is bolded for the reader.
Note that a purpose statement is not a thesis statement.
CYB106 | Global Media & Entertainment Industries | Assessment 2 | CRA
Is the idea evidenced with support? And show research skills? Does it show understanding of the concepts?
Criteria
High Distinction
Distinction
Credit
Pass
Marginal Fail
Fail
No Evidence
Argument & clarity
Ability to make an original claim that meaningfully responds to prompt; and develop it logically, clearly, and coherently throughout the essay.
Weighting: 40%
Explicitly establishes an original, focused, and compelling point of view (thesis) with deeply considered grasp of the impact of globalisation on professionals and/or organisations in a specific media / entertainment industry.
The thesis statement (in response to the prompt) is articulated through a meticulous and effective structure – including a precise introduction and conclusion; exceptional signposting, and effective transitions.
Explicitly establishes a logical and focused point of view (thesis) with clear and accurate understanding of the impact of globalisation on professionals and/or organisations in a specific media / entertainment industry.
The thesis statement (in response to the prompt) is developed through a clear structure – including a clear introduction and conclusion; consistent signposting, and transitions.
Establishes an apparent and mostly consistent point of view with mostly accurate and reasoned understanding of the impact of globalisation on professionals and/or organisations in a specific media / entertainment industry.
The thesis statement (in response to the prompt) is generally maintained throughout – using a considered introduction and conclusion; mostly consistent signposting.
Establishes an apparent purpose that guides the analysis but does not articulate a meaningful point of view in response to the essay prompt.
The purpose statement (related to the prompt) is very loosely developed throughout – provided via a functional introduction and conclusion; some organizational logic.
Identifies a vague idea but does not directly address the essay prompt.
The idea is very loosely communicated throughout – provided via an introduction and conclusion; organizational logic is very difficult to follow.
Lacks a clear purpose, idea, or explicit point of view in response to the prompt.
Task is misunderstood.
Introduction and conclusion are ineffective (e.g., vague, under-developed, unclear, irrelevant); essay fails to demonstrate any organizational logic or discernible ideas.
No discernible attempt was made to address the task.
No discernible attempt was made to present or develop an argument or analysis.
Synthesis & support
Ability to demonstrate core unit concepts and apply prescribed readings and other credible sources to support the argument / thesis / response to the prompt.
Weighting: 45%
Demonstrates an
advanced, in-depth
knowledge of core
concepts (and their local contexts) when developing and supporting the thesis.
Explicitly articulates nuanced and insightful connections between prescribed unit readings, additional academic peer-reviewed media industries research, and media industries trade press to persuasively support the thesis.
A balanced selection of supporting material was carefully and strategically selected. It was sophisticated in its integration, where the relevance between the material and claims were explicitly articulated.
Demonstrates a
comprehensive
knowledge of core
concepts (and their local contexts) when developing and supporting the thesis.
Explicitly maps important connections between prescribed unit readings, additional academic peer-reviewed media industries research, and media industries trade press to support the thesis.
A balanced selection of supporting material was thoughtfully selected. It was effective in its integration, where the relevance between the material and claims were explicitly developed.
Demonstrates a solid understanding of core concepts (and their local contexts) when developing and supporting the thesis.
Identifies and explains connections between prescribed unit readings, some additional academic peer-reviewed media industries research, and media industries trade press to support the thesis.
A selection of supporting material was relevant and complementary. It was considered in its integration, where the connections between the material and claims were somewhat explored.
Demonstrates a
basic understanding of core concepts (and their local contexts) when developing and supporting the thesis.
Identifies and presents underdeveloped relationships between prescribed unit readings, some additional academic peer-reviewed media industries research, and media industries trade press to support the thesis.
A limited selection of supporting somewhat relevant material was included. The connections between the material and claims were not entirely apparent.
Demonstrates a
limited understanding
of core concepts (and their local contexts) when developing and supporting the thesis.
Identifies and presents highly underdeveloped relationships between prescribed unit readings, some additional academic peer-reviewed media industries research and media industries trade press to support the thesis.
A highly limited selection of loosely related material was included. The connections between the material and claims were not entirely apparent
Demonstrates a
very limited
understanding of
core concepts (and their local contexts) when developing and supporting the thesis.
Communicates connections based on problematic or incorrect use of readings.
No discernible attempt was made to demonstrate unit concepts (and their local contexts).
No discernible attempt was made to integrate readings or additional evidence.
Technical & presentation
Weighting: 15%
Document is professionally presented and formatted. Uses practiced and precise language with no errors in spelling or syntax. Within word limit.
Uses language that is clear with nearly no errors in expression and/or conventions. Within word limit.
Uses language that is generally clear for readers but contains some minor errors. Slightly outside the word limit.
Uses languages that is occasionally clear for readers but requires significant proofreading. Slightly outside the word limit.
Uses language that hinders clarity for readers because of errors in grammar and
syntax, lack of proofreading, and/or serious errors in formatting or referencing.
Far too many errors with grammar and syntax and/or serious errors in conventions. Significantly exceeds word limit.
No discernible attempt was made to follow conventions.
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