BA (Hons) Media,
Communication
and Culture
Course Guide 2010– 2011
BA (Hons) Media, Communication and Culture
Course Guide 2010 - 2011
Contents
Introduction
Teaching Staff
Course Philosophy
Learning and Teaching Agreement
Study Agreement
Student Progression
Level Descriptors
Course Information
Academic Review tutors and Helpzone
Attendance
MCC Course Maps (Single and Joint)
Module Changes
Timetable 2010-2011
Assessment Information
Grade Descriptors
Assignment Hand-In/Collection
Mitigating Circumstances/Medical Certificates
Essay Writing Guidelines
Learning Centres
Course Boards and Student Representation
Student Charter
Student Support Services
The Brethren Colleges Abroad Scheme
Insurance (travel)
Information Services
Open Learning Centre
Careers Information
Health and Safety Guidelines
Research Ethics
Sustainability
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INTRODUCTION
Media, Communication and Culture is a popular Course within the Faculty of Media, Art &
Communications. Established in 1993 to complement other specialist media programmes
within the Faculty, Media, Communication and Culture has developed rapidly, offering
students a complementary blend of theory and practice. The theoretical programme of study
covers broadcasting history and policy, textual analysis, audience research, media ethics,
popular media culture and everyday life, media institutions and practices. Practical production
options give Media, Communication and Culture students a welcome chance to acquire
production skills in Screen and Radio. Many graduates have gone into research or studio
management within television, account management within advertising and a variety of other
media related occupations such as press relations, web-design, public relations etc.
Increasingly, graduates are going on to postgraduate courses, both vocational and academic,
including our own MA here in Media and Creative Enterprise, as well as teacher training.
The most popular subject to combine with Media, Communication and Culture is currently Film
Studies. Another combination that works particularly well is English. The information in this Course
Guide is designed to help you understand how the course is structured and delivered, how it fits
within the broader structure of the University and how to access help and advice. Refer to the
Course Guide when planning your module choices and use it as a reference point for information
about assessment and module delivery. If you feel that additional information could usefully be
included, please pass on your ideas to your Academic Review tutor.
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TEACHING STAFF IN MEDIA COMMUNICTION AND CULTURE
Abigail Gardner
Director of Studies, Media 2, Course
Leader MCC, Principal lecturer.
Research interests – popular culture,
Popular music, gender, cultural theory
(71) 4987
agardner@glos.ac.uk
Dr. Joanne Garde-Hansen
Principal lecturer
Research interests – digital media
gender, body image, media and memory
(71) 4975
jgardehanson@glos.ac.uk
Ian Hepworth
Part-time Lecturer
Research Interests – sport in film
and media, national cinemas
ihepworth@glos.ac.uk
Dr. Fran Eames
Part-time lecturer
Research interests – media and journalism
Linford Madley
Part-time lecturer – website design
lmadley@glos.ac.uk
Bryan Panks
Lecturer in Animation
bpanks@glos.ac.uk
Screen Production
Dave Dalby
Senior Lecturer (71) 4990
ddalby@glos.ac.uk
James Dalby
Lecturer
jdalby@glos.ac.uk
Producing Radio
Jason Griffiths
Lecturer, Audio (71) 5094
jgriffiths@glos.ac.uk
Course Administrator
Maria Quinn
(71) 4926 9.30am – 2.30pm
mequinn@glos.ac.uk
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COURSE PHILOSOPHY
The course of Media, Communication and Culture is intended to offer an informed insight into
the way in which cultural and social meanings are produced by media industries and received by
audiences. Understanding the role that media play in shaping contemporary popular culture
through television, radio, advertising, the press and digital media is central to the course. We will
draw upon contemporary examples to illustrate key themes and ideas and will invite you to bring
your own experience of media culture to bear on your studies. Students completing a Media,
Communication and Culture degree should have the critical tools necessary to be accomplished
researchers of a variety of media forms and to their critical understanding into their own media
production and practice. They should understand the cultural, historical, social and technological
contexts of media production and practice. The specific programme outcomes of the Media,
Communication and Culture degree are to develop a knowledge and understanding of:





Key theoretical debates that underpin the study of media forms and institutions
The historical development and contemporary context of these debates in relation to a
diverse range of media texts
Key methodologies appropriate to the study of media texts
Tensions between academic study of media and commercial imperatives in relation to
media production
Practical production processes and their critical evaluation in radio and television
production
The roles of those currently employed within media and creative industries are changing, making
it increasingly important for practitioners and managers to be both versatile and adaptable and to
have a much greater depth and breadth of knowledge and understanding than that
encompassed by traditional specialist courses. With this in mind, the course offers students the
opportunity to experience the inter-disciplinary nature of the communications industry, and to
witness at first hand how the practice of media production is inextricably linked with the critical
and analytical aspects of media theory. One of our principal aims, therefore, is to provide an
integrated practical and theoretical programme of study.
Practical modules are not compulsory and the route can be taken entirely as theoretical study.
However, practical modules in screen and radio production are offered to help provide insight
and understanding of the practicalities and constraints involved in the creative processes and
technical production of these core media areas. Students can acquire basic skills in one or two
of these areas in the first year and can develop a significant level of skill in one of the areas over
Levels 2 and 3.
So how can we help you acquire these skills?
We firmly believe that we can only help you to achieve the course aims if we work well together
as a team of tutors with common aims in close dialogue with students. Success is dependant on
both tutors and students recognising where the responsibility for learning lies. The Media,
Communication and Culture programme has been acknowledged for its excellence by External
Examiners who have noted the level of challenge that it sets; the quality of teaching delivery and
materials provided; the varied and contemporary curriculum and the excellence of student work
that is produced. So how do we help you, and how can you help us, to carry on this tradition? In
dialogue with student representatives we have produced the following agreements, which we
think encapsulate our philosophy of learning and teaching and offer practical advice on how we
can collectively work towards our goals.
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LEARNING AND TEACHING AGREEMENT
The following principles of learning, teaching and study agreement express the collective
aspirations of staff and students to create an environment where excellence can thrive within a
coherent and mutually supportive educational programme. It outlines the broad principles that we
have identified as being a model for teaching and learning and outlines the ways in which good
practice will be facilitated. It is not a contract, but is a framework for encouraging a positive and
open dialogue between staff and students on issues that we agree are important. It aims to
enhance the environment in which teaching and learning takes place and to encourage positive
negotiations about that in a respectful and considerate manner. Agreed mechanisms for that
dialogue to be maintained are outlined at the end of the agreement.
Principles of Learning:
Media, Communication and Culture staff and students believe that high quality learning in the
subject occurs when learners:

Are proactive rather than reactive, prepare adequately for learning sessions and respond to
them through further enquiry and investigation in order to build knowledge.

Are invested in the subject and are motivated to manage their own learning. Investment
occurs when learners are open and responsive, seek their own voice, pursue their own
interests and fascinations, yet embrace new knowledge and are inquisitive about ideas that
may be unfamiliar.

Are considered in their approach to learning and are respectful of what it means to be an
academic at University. This includes being respectful of – but not deferential to - existing
knowledge and methods. Theories, concepts and practices should be engaged with critically
but only on the basis of a sound understanding.

Are methodical but also creative in their approach. Learners should follow procedures,
conventions and methods where appropriate and should build on what has gone before as a
foundation. However, they should also seek new approaches and ideas to bring out their
own voice and maximise their potential.

Are enquiring and critical, able to look at a subject from more than one position and seek
balanced and persuasive conclusions rather than rely on ‘commonsense’. Learners should
be willing to argue and evaluate in a respectful dialogue with tutors and other learners, and
in dialogue with other contributors to the subject through their reading and assessment.

Are in control of their learning. This includes managing time effectively in order to maximise
their enjoyment of University life and have a balanced learning experience. Learners should
see the tutor as one of a variety of sources of help and guidance, but should look to
themselves in the first instance as the primary source of motivation and responsibility for
their studies.
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Principles of Teaching:
Media, Communication and Culture staff and students believe that high quality teaching in the
subject occurs when tutors:

Instil confidence in students by providing clear information about module requirements and
assessment details, including published learning outcomes, marking criteria and grade
descriptors.

Provide clear and accessible instruction about the foundational skills and knowledge that are
required to set learners off onto a path of further exploration. These will provide a secure
framework for participation in deeper enquiry through active learning.

See the engagement with students as an opportunity to learn themselves and are
responsive to learner input and ideas.

See learning as a social process and are open to – and encouraging of – dialogue.
Negotiation and debate between all participants in the learning process are seen as key to
deepening and enriching learning.

Recognise that there are many ways of communicating with learners and, when required,
are responsive and sensitive to individual needs. Tutors should be aware that learners can
be more comfortable in one learning environment than another.

Are expert in their subject but use this expertise in a benevolent way by sharing their own
experiences of learning. The good tutor has knowledge but also makes it known how that
knowledge was acquired. This helps students aspire to higher-order learning as it makes it
accessible.

Maintain an appropriate professional distance from learners in order to make impartial
judgments. Good tutors are accessible within reason, but demand professional respect and
the exercise of responsibility from learners.

Take an ethical and consistent approach in line with University regulations and policies.
Students will be treated fairly, with equal opportunity and without prejudice.
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STUDY AGREEMENT
Assessment

As well as being clear about how you are assessed, tutors will offer opportunities for
formative assessment where possible and/or consultation about assessments. This is so
that learners have the opportunity to seek advice about their work and progress prior to
submission.

Learners should make appropriate use of the opportunities provided for consultation and
feedback on assessment be they informal advice prior to assessment or formal advice after
assessment. This will help them prepare their work prior to submission and reflect on their
assessments in order to make progress with future assignments.
Marking

The criteria for testing knowledge and learning will be transparent and tutors will use this in a
fair and clear way, upholding the rules and regulations of the University.

Learners will always refer to the assessment details as laid out in module guides when
preparing for assessment and will uphold the procedures and regulations for assessment as
laid out by the University.
Feedback

Tutors will offer clear, detailed and individual feedback (unless an assessment task involves
group working) for each assessment with encouragement and respect and will endeavour to
answer queries about the feedback we offer.

Learners are encouraged to engage fully with any feedback opportunities offered to them.
Should they have any queries about their assessment feedback they should contact the
marker of that assessment. Should they have any queries about a particular module they
should contact the module tutor.

Learners should make themselves fully aware of the University’s policy on challenging
marks. If a challenge cannot be made on the basis of the regulations then they should
refrain from this course of action. In all cases, learners should expect the tutor to uphold
regulations in terms of arriving at a particular mark and having that mark confirmed. If there
is any lack of clarity about this, learners should consult the Course Leader.
Online Learning

Staff will make clear to students where, how and why online learning is used in a module.
When used, online work will be given the same support from staff as any other form of work.
This means that staff will provide opportunities for feedback in order to enhance learning just
as we do with other forms of work.
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
Students should engage with the online opportunities afforded them in an appropriate and
respectful manner, following the module guidelines.
Using Tutors Effectively

Learners should be thoughtful in their use of email correspondence outside of formal usage
on modules with e-learning. As a guiding principle, learners should use email
correspondence when issues cannot resolve themselves in other ways or when the learner
is unable to use other modes of communication. Messages will be responded to when there
is an identifiable need (i.e. when issues cannot resolve themselves through any other
means). Tutors will reply promptly where they deem it necessary but will exercise
professional judgement about this.

Learners will check their University email address regularly for any contact from tutors or
course administrators

Learners should use tutorial time effectively and should be prepared in advance. Where
relevant, learners should also ensure that the tutor is prepared in advance.
Formal Teaching Sessions

In lectures, tutors will build in opportunities for interactivity and participation in deeper
learning. Students will be equipped with basic knowledge as a foundation for deeper
learning.

Learners should use opportunities given for interactivity and participation. They should assist
the tutor in developing an environment of active and supportive enquiry and collaboration.

Tutors will set clear guidelines for any activities expected of the student between learning
sessions and will make it clear in advance the nature and extent of tasks allocated.

Within seminars and workshops learners should be prepared to listen to both the tutor and
to other students. Learners should be prepared for all sessions, having completed the
required work unless mitigating circumstances dictate otherwise. Learners not having
completed required work may be requested to leave.

Learners should attend compulsory taught sessions in order to maximise their learning
experience. If attendance is not possible, they should endeavour to contact the module tutor
beforehand. Tutors will keep a record of attendance and will raise issues with individual
students in writing where they have concerns.

Both learners and tutors should endeavour to attend learning sessions on time in order to
allow the programme to be delivered uninterrupted and to its full extent.
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Mechanisms for dialogue

Tutors will provide formal mechanisms for student dialogue about their learning experience.
These centre on the use of module evaluation forms for all modules, and formal, minuted
dialogue with student representatives at Course Board.

Learners should endeavour to use the modes of feedback and dialogue available to them
productively. Module evaluations should be completed respectfully and learners should
respond on the basis of the questions set. Learners should be proactive and make full use
of student representatives whose function it is to act as an advocate of the student view in
formal meetings with tutors.
STUDENT PROGRESSION
The Course's modular structure provides the framework for academic and practical progression
through the three levels of the course.
Level I
•
Provides a foundation for study at higher levels introducing information, skills, ideas and
methodologies necessary for the more advanced work at level II and III.
•
All Single and Joint students complete MCC128 Media And Me: Approaches To Popular
Media, which offers a carefully structured blend of independent and directed study and learning
and provides key tools in deconstructing media texts and in applying methods of textual
analysis.
•
All Single and Joint students are involved in building key skills in oral and written communication,
research and collaborative learning.
•
The year should help students to make informed and coherent choices in their selection of
future modules to meet academic and career objectives.
•
Sessions in MCC 326 Professionalism and Creativity encourage students to be aware of the
need to plan ahead and take advantage of work experience opportunities.
•
Practical options offer the chance to discover aptitudes and acquire production skills.
Level II
•
A more critical and analytical approach to study and research is sought.
•
The research base becomes demonstrably wider as foundation level textbooks give way
to more specialised and intellectually challenging reading. To this end, all students complete a
double module MCC233 Investigating Media Cultures. MCC226, Media Research Methods is a
prerequisite for your final year MCC dissertation. This module focuses on research
methodologies and is designed to foster independent study and to deepen research skills.
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Assessment includes a proposal for your final year dissertation.
•
As knowledge and awareness of debates, issues and practices grow, students should develop
the confidence and ability to rely less on descriptive or ‘commonsense’ accounts and
demonstrate a more highly contextualised and theoretically informed viewpoint.
•
Greater proficiency sought in finding solutions to challenges posed in practical studies.
•
Assignments are more challenging and assessment criteria more demanding.
Level III
•
Students demonstrate increased personal involvement in the planning and execution of their
programme. Subject appropriate research and anticipated outcomes for Dissertation and the
Independent Study modules are negotiated with tutors.
•
Taught modules are theoretically more demanding and combine textual analysis with the pursuit
of an intellectually rigorous argument.
•
Students are expected to synthesise a range of appropriate arguments and to offer a range of
apt illustrative supportive detail.
•
Academic assignments reflect the above points; practical assignments assume a high level of
control, knowledge and technical ability.
LEVEL DESCRIPTORS
As you progress through Levels (years) of study the challenges that you face will therefore change.
We will expect you to demonstrate higher-order learning skills as you move further through the
course and as you take a more critical and evaluative approach to your studies. We express these
expectations through Level Descriptors, which identify the various skills and understandings that all
pass students should achieve in each Level. These will help you to place in context the varying
assessments, learning outcomes and marking criteria of modules. Whilst there are generic level
descriptors for all University students contained in the UMS Handbook, we have written some that
are specific to Media, Communication and Culture. The Level descriptors that we use are:
Level I Descriptor (L.1)

Evidence of understanding of key theories/theorists, including an ability to define, identify
and explain their relevance to media communication.

Evidence of an ability to apply key theories/theorists to a range of texts using tools of textual
analysis.

Evidence of an ability to locate and explain accurately key developments in British media.

Evidence of an ability to apply academic conventions, such as accurate referencing and
setting out of bibliographies.
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
Evidence of an ability to present a well-structured, logical argument in essay, exam or
presentation format.

Evidence of development of inter-personal communication skills in a wide range of contexts.
Level II Descriptor (L.2.)

Evidence of effective knowledge and understanding of L.1. work and ability to apply and
develop it in L.2.

Evidence of an ability to undertake independent work and evaluation and to present
balanced, critical and persuasive arguments orally and in written work.

Evidence of ability to formulate, implement and present independent research work,
including an ability to justify and use effectively relevant media research techniques.

Evidence of ability to critically evaluate key theories/theorists using evidence.

Evidence of ability to present a well-structured, logical and persuasive argument in essay,
exam or presentation format.

Evidence of ability to identify and access sources of information regarding prospective
employment, training and/or further education.

Evidence of a development of inter-personal communication skills in a wide range of
contexts.
Level III Descriptor (L.3.)

Evidence of an ability to undertake independent research that displays evidence of
synthesis of, and reflection on, theoretical and methodological issues.

Evidence of sustained theoretical engagement and critical autonomy

Evidence of effective knowledge and understanding of L.2 work and ability to apply to L.3.

Ability to present a dissertation that contains a well-structured, logical and sustained
argument and is presented using appropriate academic conventions.

Evidence of understanding of routes and opportunities available to student’s postgraduation.

Evidence of high-level inter-personal communication skills in a wide range of contexts.
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COURSE INFORMATION
How do I find out what is going on?
Important information for students regarding modules, meetings, visits etc will always appear on
the Course Notice boards. Students should read the notice board regularly to ensure that they
are kept well informed. This is your first port of call before contacting tutors or administrators. The
Media notice boards are in the entrance to the Media Building and are there to pass on key
information about your course. There is a separate board for each year group, so make sure you
check these regularly to learn about room changes, visits, assignments, meetings etc. In addition to
this, it is crucial that you check your University email account regularly as this is a key means of
communicating with students outside of lecture and tutorial sessions.
All Media, Communication and Culture staff will be available at published times of the week for
individual tutorials. Tutorial times will be posted on office doors and you are invited to sign up
where required. If you need to contact staff outside of these hours, could you please email them, in
line with the recommendations in the Learning Agreement (see above). We will reply as swiftly as
possible. Staff have pigeon holes in the Faculty Admin Office and you can leave written messages
with Admin staff during the opening hours.
All students should be aware of the importance of the Course Administrators. They hold all the
important information regarding the Course (dates of Course and Exam Boards, year meetings,
evaluation forms etc). It would be helpful to both tutors and administrators if you were
vigilant in checking your University email account regularly. The MCC course administrator is
Maria Quinn mequinn@glos.ac.uk
Communication with students
You will be allocated a University email address and it is important that you check this regularly.
This will be used to communicate important updates on the course and your modules and some
key information may also be sent by post. You can opt to receive urgent messages on scheduling
of classes and the like by text if you wish. It is therefore important that you keep your personal
details up to date via Student Records Online. Please note that you should always use your
University email address when communicating with staff, as the University server is likely to screen
out some Email addresses.
Academic Review Tutors
All Single Honours students are allocated a personal Academic Review Tutor who will be a
member of staff from your course. Joint Students, however, will have an Academic Review Tutor
from either of your two courses.
Students meet with their Academic Review Tutor regularly throughout the year via a number of
scheduled tutorials. It is the role of the Academic Review Tutor to provide advice and guidance on
academic issues, and to enable you to progress through your course and achieve the maximum
benefit from the options available.
You should keep your Academic Review Tutor up to date with issues that are not course specific
but which may affect your performance, such as illness or other problems that you feel tutors
should know about when assessing your work. He or she may then put you in touch with the
Senior Tutor or the Student Helpzone.
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Pittville Student Helpzone
Contact Details
Opening Times
Pittville Student Helpzone
Gary Dickens, Fay Shaw and
Luisa Jessup
Tel: 01242 71 4444 (extension 4)
Email: helpzonepittville@glos.ac.uk
Monday to Thursday 9am - 5pm
Friday 9am – 4.30pm
The Student Helpzone is based at Pittville Campus, opposite the Main Reception and is staffed by
Gary Dickens (Helpzone Manager), Fay Shaw (Helpzone Adviser) and Luisa Jessup (Helpzone
Adviser).
Gary, Fay and Luisa run a year-round drop-in advisory service where students can seek
information and advice in confidence on any issue that is affecting them.
For academic advice we can help you with:
 Registering or deleting modules
 Progressing through your course effectively
 Academic regulations
 Mitigating circumstances
For personal and welfare issues we can help you with:
 Finance
 Faith
 Accommodation
 Disability
 Medical Services
 Mental Health/ Counselling
 Childcare advice
 General welfare
WE ARE HERE TO HELP.
ALL YOU NEED TO DO IS ASK.
www.glos.ac.uk/helpzones
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HOW ARE MODULES DELIVERED?
Theory modules:
2 hours attendance per session, delivered over 12 or 24 weeks (modules involving the screening
of films are time- tabled for longer). Students are expected to research and prepare work outside
the taught sessions. Module course outlines posted onto MOODLE at the beginning of the module
indicate set readings, assignment requirements, marking criteria and, where relevant, grade
descriptors. For students to gain maximum benefit from theory modules, wide and regular reading
around the topics is essential as well as preparation set by the tutor the week before.
Taught sessions will generally comprise a 50-60 minute lecture and a 50-60 minute seminar or
workshop with a short coffee break separating the two components. The lecture is a formal
teaching session and it is expected that students will take notes and raise questions at the end.
Class sizes for lectures may be as high as 100 but are generally half this. Tutors will put key
points of information on the overhead projector, on PowerPoint, or in a handout. Lecture notes
may be available online where a course has an e-learning site. It is the responsibility of students
to ensure that they attend and access the relevant information. The seminar is a structured
discussion or activity for which students are expected to prepare and contribute. Often, prepared
work will be required and individuals or groups of students will be asked to lead discussions.
Seminars may also be used to prepare for the final assessments.
In seminars and workshops, students will typically be divided into small discussion groups and
given tasks to undertake and report back on (e.g. to analyse articles, television clips,
advertisements, music) Class sizes for workshops and seminars are typically 10-20 students but
tutors may choose to split the group into smaller sub-groups.
Independent Study work Dissertation work and is delivered via tutorial. All Honours single and
joints produce an 8-10,000 word dissertation in their third year. The former is taught by small
group tutorial in which the tutor offers guidance on the structuring of the study, advice about
relevant research material and methodology and promotes discussion around common themes.
All dissertation students have individual tutorials with an assigned advisor; individual tutorials are
also offered to students who elect to do an Independent Study in their third year.
Practical Media, Communication and Culture Modules
Generally these require a full day’s commitment, again spread over 12 or 24 weeks. The precise
nature of the commitment will be made clear to you for individual modules by the module tutor.
This has been taken into account when timetabling MCC theory modules to avoid clashes with
popular subject combinations. Typically, practical modules will begin with tutor input; once work
has been set, students should expect to work largely independently or in groups to complete their
assignment. The tutor remains on hand for advice and guidance and will always be available at
the times stated on the course outline. There is usually only one end point module assessment in
practical work but double modules in the second and third years offer more assessments.
A teaching feature of practical work is the critique (crit). This occurs at the end of the module and
involves the showing of finished work and discussion of the work with the tutor and other students.
This is a valuable way for students to learn how to give and take constructive criticism, to share
insights and responses, and to develop the ability to make informed critical judgements about their
own work and the work of their peers.
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Attendance
Attendance registers are kept for all modules and students should appreciate that progress only
comes with regular attendance and a commitment to independent study.
Media Communications and Culture (Single Honours Degree) Course Map
Course Leader: Abigail Gardner
Senior Tutor(s): Paul Shaw
To achieve your award you must pass the correct number of CAT points at each level and meet all award requirements (see UMS
Regulations) as well as passing ALL compulsory and core requirements, including:
Level I: MCC128
Level II: MCC233
Level III: MCC333, or MCC314 and MCC326
Notes: Students have the option throughout all levels to take one or more practical option of Radio Production or Screen
Production.
Level I
Code and Title
CAT
Points
Study Period
FL101: Introduction To Film
15
SEM1
FL103: Cinema And Sound
15
SEM1
JOU101: The Power Of News
15
SEM1
MCC112: Media: Past And Present
15
SEM1
MCC123: Producing Radio (1)
Restrictions: Cannot be counted with RAP101 or MCC117
15
SEM1
MCC127: Screen Production (1)
Restrictions: Available only to Media Communications and Culture and Film Studies students
15
SEM2
MCC128: Media And Me: Approaches To Popular Media
15
SEM2
RAP103: Radio Texts And Contexts
15
SEM2
TVP101: Television Genres
15
SEM2
Level II
Code and Title
CAT
Points
Study Period
BJ220: Research Methods
Prerequisites: Pass BJ108, and BJ110
15
SEM2
FL209: Film Femininity And Feminism
15
SEM2
MCC218: Themes And Concepts In News
Prerequisites: Pass MCC118, or PUR101
15
SEM1
MCC219: Mediating The Past: Media And Memory
15
SEM1
MCC223: Producing Radio (2)
Prerequisites: Pass RAP103, or MCC123
15
SEM2
MCC225: Media Sport: Cultures, Identities And Representation
15
SEM2
MCC227: Screen Production (2)
Restrictions: Available only to Media Communications and Culture and Film Studies students
Prerequisites: Pass MCC127, or MCC121
15
SEM1
MCC228: Web Design
15
SEM2
MCC233: Investigating Media Cultures
Prerequisites: Pass MCC113, or MM102, or MM105
30
SEM1-2
SLE201: Careers And Employability
Restrictions: Not available via Accreditation of Prior Learning
15
SEM2
15
Level III
Code and Title
CAT
Points
Study
Period
FL307: Celluloid Jukebox: Film, Television And Popular Music
Prerequisites: MCC233 or any three FL or TVP modules
15
SEM2
MCC309: The Documentary
Prerequisites: Pass MCC113, or FL101
15
SEM1
MCC314: Investigative Study
Prerequisites: Pass MCC233, and MCC226
15
SEM2
MCC318: Body Consciousness And The Media
15
SEM2
MCC323: Producing Radio (3)
Restrictions: Available only to MCC students
Prerequisites: Pass MCC223
15
SEM1
MCC324: Mycasting: Celebrity Culture And Everyday Life
15
SEM1
MCC326: Professionalism And Creativity
15
SEM1
MCC327: Screen Production (3)
Restrictions: Available only to Media Communications and Culture, Film Studies, and Media Production (Top
Up)Students
Prerequisites: Pass MCC227
15
SEM2
MCC328: Subcultures
15
SEM1
MCC333: Media Communications Dissertation
Prerequisites: Pass MCC226
30
SEM1-2
SY317: Women Race And Representation
15
SEM1
Media Communications And Culture (Joint Honours Degree) Course Map
Course Leader: Abigail Gardner
Senior Tutor(s): Paul Shaw
To achieve your award you must pass the correct number of CAT points at each level and meet all award requirements (see UMS
Regulations) as well as passing ALL compulsory and core requirements, including:
Level I: MCC128
Level II: MCC233
Level III: N/A
Notes: Students have the option throughout all levels to take one or more practical option of Radio Production or TV Production.
Level I
Code and Title
CAT
Points
Study Period
FL101: Introduction To Film
15
SEM1
FL103: Cinema And Sound
15
SEM1
JOU101: The Power Of News
15
SEM1
MCC112: Media: Past And Present
15
SEM1
MCC123: Producing Radio (1)
Restrictions: Cannot be counted with RAP101 or MCC117
15
SEM1
MCC127: Screen Production (1)
Restrictions: Available only to Media Communications and Culture and Film Studies students
15
SEM2
MCC128: Media And Me: Approaches To Popular Media
15
SEM2
RAP103: Radio Texts And Contexts
15
SEM2
16
TVP101: Television Genres
15
SEM2
Level II
Code and Title
CAT
Points
Study Period
BJ220: Research Methods
Prerequisites: Pass BJ108, and BJ110
15
SEM2
FL209: Film Femininity And Feminism
15
SEM2
MCC218: Themes And Concepts In News
Prerequisites: Pass MCC118, or PUR101
15
SEM1
MCC219: Mediating The Past: Media And Memory
15
SEM1
MCC223: Producing Radio (2)
Prerequisites: Pass RAP103, or MCC123
15
SEM2
MCC225: Media Sport: Cultures, Identities And Representation
15
SEM2
MCC227: Screen Production (2)
Restrictions: Available only to Media Communications and Culture and Film Studies students
Prerequisites: Pass MCC127, or MCC121
15
SEM1
MCC228: Web Design
15
SEM2
MCC233: Investigating Media Cultures
Prerequisites: Pass MCC113, or MM102, or MM105
30
SEM1-2
SLE201: Careers And Employability
Restrictions: Not available via Accreditation of Prior Learning
15
SEM2
Level III
Code and Title
CAT
Points
Study
Period
FL307: Celluloid Jukebox: Film, Television And Popular Music
Prerequisites: MCC233 or any three FL or TVP modules
15
SEM2
MCC309: The Documentary
Prerequisites: Pass MCC113, or FL101
15
SEM1
MCC314: Investigative Study
Prerequisites: Pass MCC233, and MCC226
15
SEM2
MCC318: Body Consciousness And The Media
15
SEM2
MCC323: Producing Radio (3)
Restrictions: Available only to MCC students
Prerequisites: Pass MCC223
15
SEM1
MCC324: Mycasting: Celebrity Culture And Everyday Life
15
SEM1
MCC326: Professionalism And Creativity
15
SEM1
MCC327: Screen Production (3)
Restrictions: Available only to Media Communications and Culture, Film Studies, and Media Production (Top
Up)Students
Prerequisites: Pass MCC227
15
SEM2
MCC328: Subcultures
15
SEM1
MCC333: Media Communications Dissertation
Prerequisites: Pass MCC226
30
SEM1-2
SY317: Women Race And Representation
15
SEM1
17
MODULE CHANGES
As far as possible the module descriptions correctly reflect the content of the module and the
modules listed are expected to be available for the three years of your course. Any additions or
deletions to the Course map can only be made via a consultation and validation process and
students would be informed well in advance of any such changes. The name given under the
module tutor heading is correct at the time of printing but may alter according to staffing changes.
Please check the internet site for changes.
MEDIA, COMMUNICATION AND CULTURE TIMETABLE 2010_2011
The following timetable gives a general indication of MCC lecture and seminar times, these
will be confirmed by the module tutor in the first session. For class times borrowed from
other courses please see the relevant timetable on the university website.
Module
Code
Run
Module Title
Activity
Type
Start
Date
Weeks
Day
Start End
Time Time
Room /
Location
MCC112
A11 Media: Past And Present
Seminar
29 Sep 2010 1-12
Wed 12.15 13.15 PVMB036
MCC112
A11 Media: Past And Present
Seminar
29 Sep 2010 1-12
Wed 12.15 13.15 PVTB202
MCC112
A11 Media: Past And Present
Lecture
29 Sep 2010 1-12
Wed 11.15 12.15 PVMB006
MCC112
A11 Media: Past And Present
Seminar
29 Sep 2010 1-12
Wed 12.15 13.15 PVMB015
MCC123
A11 Producing Radio (1)
Practical
29 Sep 2010 1-12
Wed 13.15 16.15 PVTB020
MCC127
A22 Screen Production (1)
Lecture
20 Jan 2011 17-28
Thu
9.15
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC307
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC310
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC309
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC316
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC317
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC308
MCC127
A22 Screen Production (1)
Practical
20 Jan 2011 17-28
Thu
11.15 16.15 PVMC306
MCC128
A22
Media And Me: Approaches To
Popular Media
Seminar
17 Jan 2011 17-28
Mon 11.15 12.15 PVMB015
MCC128
A22
Media And Me: Approaches To
Popular Media
Lecture
17 Jan 2011 17-28
Mon 10.15 11.15 PVMB006
MCC128
A22
Media And Me: Approaches To
Popular Media
Seminar
19 Jan 2011 17-28
Wed 11.15 12.15 PVTB204
MCC218
A11 Themes And Concepts In News
Lecture
29 Sep 2010 1-12
Wed 15.15 17.15 PVMB006
MCC219
A11
Mediating The Past: Media And
Memory
Lecture
27 Sep 2010 1-12
Mon 11.15 13.15 PVMB006
MCC223
A22 Producing Radio (2)
Practical
19 Jan 2011 17-28
Wed 13.15 16.15 PVTB020
MCC225
A22
Seminar
21 Jan 2011 17-28
Fri
13.15 14.15 PVMB015
MCC225
A22 Media Sport: Cultures, Identities
Lecture
21 Jan 2011 17-28
Fri
12.15 13.15 PVMC304
Media Sport: Cultures, Identities
And Representation
18
11.15 PVMC304
And Representation
MCC227
A11 Screen Production (2)
Lecture
28 Sep 2010 1-12
MCC228
A22 Web Design
Lecture
27 Jan 2011
MCC233
A11 Investigating Media Cultures
Seminar
27 Sep 2010 1-12, 17-28
Mon 16.15 17.15 PVMB006
MCC233
A12 Investigating Media Cultures
Lecture
27 Sep 2010 1-12, 17-28
Mon 15.15 16.15 PVMB006
MCC309
A11 The Documentary
Lecture
29 Sep 2010 1-12
Wed 14.15 15.15 PVMC304
MCC309
A11 The Documentary
Seminar
29 Sep 2010 1-12
Wed 16.15 17.15 PVTB202
MCC309
A11 The Documentary
Seminar
29 Sep 2010 1-12
Wed 15.15 16.15 PVMB015
MCC314
A22 Investigative Study
Seminar
17 Jan 2011 17-28
Mon 11.15 12.15 PVMB036
MCC314
A22 Investigative Study
Lecture
17 Jan 2011 17-28
Mon 10.15 11.15 PVMB015
MCC318
A22
Body Consciousness And The
Media
Lecture
18 Jan 2011 17-28
Tue
12.15 13.15 PVTB204
MCC318
A22
Body Consciousness And The
Media
Seminar
18 Jan 2011 17-28
Tue
13.15 14.15 PVTB204
MCC323
A11 Producing Radio (3)
Practical
30 Sep 2010 1-12
Thu
9.15
MCC324
A11
Mycasting: Celebrity Culture And
Everyday Life
Lecture
27 Sep 2010 1-12
Mon 12.15 13.15 PVTB202
MCC324
A11
Mycasting: Celebrity Culture And
Everyday Life
Seminar
27 Sep 2010 1-12
Mon 13.15 14.15 PVTB202
MCC326
A11 Professionalism And Creativity
Seminar
28 Sep 2010 1-12
Tue
13.15 14.15 PVMC304
MCC326
A11 Professionalism And Creativity
Lecture
28 Sep 2010 1-12
Tue
12.15 13.15 PVTB204
MCC327
A22 Screen Production (3)
Practical
20 Jan 2011 17-28
Thu
11.15 17.15 PVMC109
MCC328
A11 Subcultures
Seminar
28 Sep 2010 1-12
Tue
15.15 16.15 PVMB006
MCC328
A11 Subcultures
Lecture
28 Sep 2010 1-12
Tue
14.15 15.15 PVMB006
MCC328
A11 Subcultures
Seminar
29 Sep 2010 1-12
Wed 11.15 12.15 PVTB204
MCC333
A12
Dissertation
01 Oct 2010 1-12, 17-28
Fri
Media Communications
Dissertation
19
18, 20, 22,
24, 26, 28
Tue
11.15 17.15 PVMC109
Thu
9.15
13.15 PVTB308
12.15 PVTB020
21.00 21.15
PV
Dissertation
ASSESSMENT INFORMATION
Assessment Policy
The course's objective is to offer all students parity of assessment whilst encouraging a diversity of
assessment methods. A hybrid course which covers practical, theoretical and vocational modules
must make particular efforts to ensure that, whilst the nature of assignments set may be very
different, the monitoring procedures themselves are equally robust across the areas of work. It is
course policy to monitor assessment strategies and criteria through internal and external
standardisation of moderation. Regular course reviews ensure that standards and assessment are
carefully scrutinised and necessary changes made.
You should also be aware of the University guidelines on assessment. These are available in the
UMS Handbook and contain information on reassessments and qualified fails that all students
should familiarise themselves with.
Assessment Methods
The choice of assessment methods used by the Media Communication and Culture course reflects
the need to test the acquisition of a diverse range of skills, knowledge and understanding. The
course has a commitment to best professional practice in the area of assessment of student
learning. Students will experience most of the following forms of assessment over the three year
programme:

Textual analysis: a detailed and rigorous analysis of a TV programme, advertisement, film,
magazine or website.

Discursive essay: an essay which, by reasoned and referenced argument, seeks to address a
question posed in the title.

Group presentation: a talk, illustrated by video clips, slides, powerpoint etc. prepared by a group
on a given topic.

In-class timed exercise.

Seminar presentation: this may be given by individuals or, occasionally, by pairs or small
groups and is designed to introduce a topic and provoke a structured discussion.

Case study: A composite piece of work using a specific text, e.g. a magazine or coverage of a
news story, which involves different critical approaches – semiotic discourse, content analysis
etc.

Oral Exam: A structured one to one discussion prepared by both tutor and student on a
specified topic, usually lasting 15-20 minutes.

Seen/open book examination: a timed examination for which the questions have been
circulated four weeks previously. Or a single sheet of A4 notes may be taken into the
examination.
20
The forms of assessment will vary with modules and will be clearly explained at the beginning of
the module.
Deadlines
Deadlines for completion of work will be clearly published in module outlines and must be met
unless the student is in receipt of mitigating circumstances that are in line with the
University’s regulations. All work will be marked utilising the course’s assessment criteria and
grade descriptors. All theory modules are subject to internal sample double marking. All
dissertations are double marked.
External Examiners/Examination Board
External examiners are appointed for a three-year period from other universities running similar
courses. Their job is to advise on the content and delivery of the course and to ensure that student
assessment is fair and transparent. At the end of each semester the external examiner samples
written work to check the parity of marking and quality of assessment. Practical work will also be
looked at by one of the practical external examiners.
Examiners may advise an adjustment of marks; it is for the Course Exam Board to accept or reject
this advice. The marks are then ratified at an internal Course Exam Board and finally at Scheme
Board. No marks are official until all boards have met. The current External Examiner is Dr Kristyn
Gorton (University of York).
Module and Course Evaluation
Student involvement in Module and Course evaluation is through representation on the Course
Board of Studies and reporting back to Module Tutors and the Course Leader, usually via a
questionnaire, at the completion of each module. Staff will generally conduct informal feedback
sessions within a module to canvas student opinion. These questionnaires are initially scrutinised
by the module tutor. The summary of outcome and action for any items requiring change or
improvement is passed on to Course Leader, discussed at Course Board and included in the
Course Annual Report which is compiled at the end of the academic year.
The views of students on Media, Communication and Culture modules are taken very seriously
when they are put forward in a constructive and positive manner. Student anxieties about modules
have been addressed, for example, through changing patterns of assessment or increasing module
resources where possible. Recently new modules on Themes & Concepts in News, Media &
Memory and Media Sport have been added to the curriculum after fruitful discussions with students
in Course Boards. In other cases, minor modifications to modules have been made on the basis of
student feedback in module questionnaires.
GRADE DESCRIPTORS
Many Media, Communication and Culture assignments will provide specific grade descriptors for
individual assignments where relevant. In theory modules these follow a standard ‘grid’ system,
which you should become accustomed to. We believe that these make marking more transparent
and make it clearer what students need to do to achieve a particular grade. Broadly, these are
21
derived from the generic grade descriptors below. When your work is handed back, you will receive
both written feedback and a mark that corresponds to the grade descriptors for the assessment.
You should note that this mark is provisional and is dependent on being agreed and ratified by an
External Examiner at the Media, Communication and Culture Exam Board.
FIRST CLASS ('A' Grade)
85% +
Marks of 85% or higher should be awarded with caution and only under circUMStances where all
criteria have been achieved to an exceptional level. Awards in this band should be with the
agreement of an external examiner and the Course examinations board.
70 - 84%
Theory
Excellent level of theoretical understanding; sound ability to contextualize ideas and knowledge;
high level of critical analysis. Excellent writing/communication skills and sustained and
sophisticated argument.
Wide range of relevant reading and media texts used critically and deployed very effectively to
support argument. Strong evidence of independent research.
At the higher end, can confidently critique methodological approaches and intellectual positions of
others in order to demonstrate clear independence of thought.
Practical
Full engagement with the concepts within the work and ability to articulate this; artefacts show
evidence of extremely high levels of manipulative, technical and intellectual skills.
SECOND CLASS - First Division ('B' Grade)
60 - 69%
Theory
Very Good theoretical understanding and very good grasp of issues and methodologies. Ability to
contextualize ideas and knowledge. Very good writing skills and ability to sustain a clear and
logical argument. Very good range of research and ability to apply effectively; well chosen textual
examples analysed effectively. Some evidence of independent research
Practical
Full engagement with the concepts and demands at the relevant level; artefacts show evidence of
very good manipulative, technical and intellectual skills and consistency across these skills.
22
SECOND CLASS - Second Division ('C' Grade)
50 - 59%
Theory
Good theoretical understanding and good grasp of issues. Sound knowledge of subject. Some
effort to contextualize ideas and knowledge. Appropriate reading and textual examples but less
critically rigorous approach and less effective selection and deployment of sources and examples.
Writing skills sound but lacking in precision. Tendency to be descriptive. Argument sustained at
higher end of band but limited at lower end.
Practical
Ability to engage intelligently with the work and demonstrates good understanding of the concepts
and ideas surrounding the work; artefacts show evidence of a good level of manipulative,
technical and creative skill though not consistently.
THIRD CLASS ('D' Grade)
40 - 49%
Theory
Adequate subject knowledge but limited depth of understanding. Poor theoretical understanding.
Some reading but narrow and basic or misguided choice of material. Textual examples offered
uncritically.
Descriptive rather than analytical. Argument limited and not well sustained.
Practical
Diligent but uninspired response to the aims and objectives of assignment/project brief; adequate
grasp of the concepts surrounding the work; artefacts show a competent but inconsistent level of
manipulative, technical and intellectual skills.
N.B. This grade descriptor includes work assessed at higher grade but submitted up to seven
days after indicated deadline without acceptable mitigating circumstances.
Reassessment (R Grade)
30 - 39%
Theory
No theoretical awareness. Extremely limited grasp of issues; errors and omissions in understanding
23
of subject. Analysis is basic and uncritical and examples poorly chosen.
Critical referencing inadequate and conventions not observed. Incorrect use of English.
Argument poorly sustained with much irrelevant material.
Practical
Poor or inappropriate response to aims and objectives of assignment; poor or inappropriate
utilisation of creative, intellectual and communication skills; artefacts poor in quality, showing little
evidence of the minimum manipulative, technical and intellectual skills expected or acceptable at
relevant level.
29% or below
Theory
Irrelevant, inaccurate work with little or no attempt to answer the demands of the assignment. No
evidence of research. Extremely weak English usage such as to severely inhibit understanding.
Practical
Little or no relevance to aims and objectives of assignment/project brief; failure to supply minimum
quantity of finished assessable material within agreed deadline without acceptable mitigating
circUMStances; artefacts show very poor utilisation of technical and intellectual skills.
0%
No work submitted for marking.
24
ASSIGNMENT HAND IN/COLLECTION ARRANGEMENTS
It is essential that you hand in work on or before the deadline published by the module tutor for
individual pieces of work. Please note: deadline dates will be published in individual module
guides. Late submission without Mitigating Circumstances carries a penalty. If the work is
submitted within a week of the deadline date a maximum mark of 40% will be awarded. Beyond a
week a mark of 0 will be recorded. It is vital that you hand in work on time. If you have mitigating
circumstances that have adversely affected your ability to submit your work you need to go through
the relevant procedures (see section on Mitigating Circumstances/ Medical Certificates).
ASSIGNMENTS
A4 assignments should be submitted via Pittville Learning Centre drop-box at the following times:
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
08.45 - 21.00
08.45 - 18.30
08.45 - 21.00
08.45 - 18.30
08.45 - 18.30
12.00 - 16.00
12.00 - 16.00
When you hand in an assignment you will be sent an email receipt, which it is essential that you
keep as evidence that you have submitted the work. If there is a dispute about the handing in of
work, you will need to produce this receipt.
Staff may also decide to hold back or copy your work for the purposes of the Exam Board as an
exemplar, or if double marking is required. We double mark 10% of all assessments as part of
quality assurance. This may delay the return of some assignments. It is vital for your learning that
you do collect marked work and feedback when it becomes available. You will find tutor comments
invaluable for improving your performance in subsequent assessments.
MITIGATING CIRCUMSTANCES (MIT CIRCS) / MEDICAL CERTIFICATES
Mitigating Circumstances are unforeseen factors which limit your ability to study effectively and
undertake assessment to the normal schedule, such as illness or injury. It is the responsibility of
the student to provide valid evidence of mitigating circumstances.
Although most circumstances involve the student directly, serious illness of a close relative may
also be taken into account. Non-medical problems, such as severe emotional upset, may also be
thought relevant.
It is the unpredictable and unavoidable nature of these circumstances which is crucial. Difficulties
arising from the expected stresses of University life are not included, such as the strain of a long
commute, or the tiredness resulting from the combination of a job with a course of study. While it
may be a good idea to seek advice when such events appear to affect your work, they do not
constitute mitigating circumstances.
25
It is important that you draw mitigating circumstances to the attention of the relevant people as
soon as possible, normally prior to the submission deadline for the coursework or prior to the date
of the examination. If you have difficulties in providing this information at the time, you must do so
as soon as possible. There is a final deadline for providing information on circumstances affecting
your work, and this is the end of week 15 in semester 2.
If you have mitigating circumstances, the following processes apply.
MC1
What is it for?
What are the procedures?
Applies to short-term mitigating circUMStances
such as a cold.
Register your MC1 at a Student Information and
Advice Centre.
May be used only once (for one coursework
submission deadline) in each academic year.
Register in person, or by sending an email to a
Student Information and Advice Centre, with the
‘Subject’ heading ‘Registering an MC1’. You may
also register by telephone, but not if the telephone
is not answered or you are directed to voicemail; in
these circUMStances you must email instead.
This allows an emergency extension--you may
submit your work 48 hours late without penalty.
It can not be used for examinations or ‘tests’.
It can not be used for reassessment.
It can not be used for individual or group
presentations, time-constrained assignments,
assessment linked to a special event taking
place at a particular time, or sessions requiring
attendance within Category A modules.
It is your responsibility to ensure you do this before
the 48 hours are up.
An email receipt will be issued.
Attach your receipt to the piece of work submitted.
Work due to be submitted on a Thursday or Friday
must, with an MC1, be submitted on the Monday
(or, in the case of bank holidays, the next working
day).
If you have used an MC1 for a type of assessment
which is not eligible (see left), the module tutor will
treat it as being submitted late and will penalise
the work accordingly, regardless of whether you
have an MC1 receipt.
A register for MC1s will be kept, to ensure you do
not use it more than once per year.
Applies to most cases.
MC2
Must be used for all mitigating circumstances
affecting examinations. Note: if you submit a
MC2, you should not take the examination as
well.
Must be used for all mitigating circumstances
affecting reassessment.
Must be used for all mitigating circumstances
affecting individual or group presentations,
time-constrained assignments, assessment
linked to a special event taking place at a
particular time, or sessions requiring
attendance within Category A modules.
Must be used for all other mitigating
circumstances where the MC1 is not
applicable, or where you have been unable to
Complete an MC2 form (available from Student
Information and Advice Centres).
Attach to it the independent evidence (a doctor’s
note or equivalent) which supports your claim.
Submit this to the Course Leader or other
authorised person.
Course Leader makes decision on arrangements
(eg extension on coursework). Notification is sent
to you, and recorded centrally.
If an extension on coursework is agreed, attach
the copy of the MC2 with the Course Leader’s
decision to the coursework when it is submitted.
If an extension on examination is agreed, you
must attend the examination the next time it is run.
In the meantime, you will have a ‘Late’ (L) grade
26
follow the MC1 procedure.
on your record.
For coursework, if approved, the MC2 usually
allows for an extension. The extension date
will be specified, and will be no more than
three weeks.
Detailed instructions are printed on the form.
For examinations, if approved, the MC2 allows
you to take the examination the next time it is
run (which may be in the August examination
period).
MC3
You are expected to submit the MC2 form prior to
the coursework submission deadline/examination.
If this is not possible, it should be submitted as
soon as possible thereafter.
Applies to circumstances which are of a longterm or complex nature which will affect your
ability to study for a period longer than three
weeks.
If your MC2 form suggests that your
circumstances fall into this category, the Course
Leader or other authorised person will refer you to
a Senior Tutor (the MC3 process).
The MC3 process helps to ensure that you
receive the support and guidance you require,
and that this is properly co-ordinated.
You might also be referred to a Senior Tutor (the
MC3 process) by Student Advisers or by others
who may become aware of circumstances
affecting your work.
Do not attempt to deal with long-term
circumstances through a series of MC2s or by
negotiation with a Course Leader. If we are to
give you the best support, we need to apply
the MC3 process.
The MC3 process is not the same as the
procedure which should be followed if you
have a disability. See section Q.
You will need to make an appointment with the
Senior Tutor. If you are unable to attend University
for the appointment, you should communicate by
email or letter.
The Senior Tutor will advise Course Leaders (or
other staff who can offer support) of your
circumstances, and with them, work out the best
course of action. In some circumstances there
may be a recommendation that you formally defer
your studies for a period, or that you are given the
opportunity to repeat a Level or semester’s work.
Any further information or correspondence
concerning your circumstances should be
communicated via the Senior Tutor, who can
ensure that support for you is co-ordinated.
The Senior Tutor will review your case at intervals,
to ensure you are making reasonable progress.
ESSAY WRITING GUIDELINES
Presentation and Layout

Essays must be written in clear, accurate English. Essays must be clearly and coherently
structured. Paragraphing should be thoughtfully organized, with ideas grouped together
sensibly. Slang expressions should be avoided and the style must be formal.

All essays must be word-processed and in a minimum of 12pt font. This enables work to be
read and marked more easily and encourages the development of word processing skills.

All essays must be presented in double line spacing.

The assignment title must be printed clearly and accurately at the head of the essay.
27
Quotations
Whenever you quote another writer’s words you should give details of its source so that it may be
traced (failure to acknowledge the source of your quotation is plagiarism – see following section for
details). The full details of the source of information (be it book, journal, video, internet etc…)
should be listed in your bibliography at the end of your essay (see following section headed
Bibliography).
In your essay you may wish to use quotations in several different ways. Firstly, there is the Direct
Quotation:
e.g.
In a culture like ours, long accustomed to splitting and dividing all things as a means of control, it is
sometimes a bit of a shock to be reminded that, in operational and practical fact, the medium is the
message. (McLuhan, M. (1973) p15)
or as a footnote.1 (see bottom of page)
Note:

Quotations which are three lines long or over (such as in the above example) should be
indented, separately spaced out from the preceding paragraph and of single line spacing.
Having given the full details of the source in your bibliography you need only mention the
author, date and page reference. This information may be given within your text immediately
following the quote.
Shorter quotations (i.e. less than three lines long) can be included in the text of your essay, they
should, however, be referenced in exactly the same way. However, you may wish to make
reference to an author’s ideas without actually quoting from their work. This is known as an Indirect
Quote. Essentially, the same rules apply. Having referenced the source fully in your bibliography
you need only mention the author’s surname, the date of publication and page reference:
e.g.
Berger (1972: p18) argues that the invention of the camera has changed the way we
perceive the world.
If you are referring to a quotation or material you have found already quoted in another source,
include the full details of the source in which you found the quotation in your bibliography. The
reference should then appear in your text as follows:
e.g.
As Patton and Giffin (1981 cited in Price 1996 p.130) note ‘Whenever one person attempts
to initiate interpersonal communication with another, he or she has made an implicit request:
“Please validate me as a person!”’
Note: Using the above method you will need to give full details of the source of your reference in
your bibliography. Ie, Price, S. (1996) Communication Studies. Harlow, Longman.
1
McLuhan, M (1973) p15
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Plagiarism and Paraphrasing
Your attention is drawn to the University Regulations for Assessment Section G, Dishonest
Means in Assessment. Dishonest Means includes plagiarism, syndication or collusion, representation, fabrication, impersonation, procedural dishonesty, cheating in closed assessment.
Penalties are severe.
Careful referencing of sources is vital when making use of the work of others. You are expected to
employ the referencing conventions recommended in the Course/Course. These conventions apply
to information taken from internet sources, as well as books, journals and lectures. These are some
of the points you should check before submitting your work:





Are all direct quotations, from both primary and secondary sources, suitably acknowledged
(placed in quotation marks or indented)?
Have you provided full details of the source of the quotation, according to the referencing
convention used in the Course/Course?
Have you acknowledged the source of ideas not your own, even if you are not quoting
directly from the source?
Have you avoided close paraphrase from sources? (Check that you are not presenting other
people’s words or phrasing as if they are your own.)
If you have worked closely with others in preparing for this assessment, is the material you
are presenting sufficiently your own?
If you are unsure of the way to reference properly, seek advice from a member of staff
before you submit the assessment. In submitting your work for assessment you are making a
statement that it is your own work, it has not been submitted for any other assessment, and it does
not infringe the ethical principles set out in the University’s Handbook for Research Ethics.
Bibliography
All written work must have a bibliography attached on a separate sheet of A4 paper (to be included
at the back of your essay). The bibliography must contain an accurate list of all of the information
you have read/viewed in preparation for your essay. It must be structured in accordance with the
Harvard system of referencing as follows:
Barthes, R. (1983) Mythologies. London, Vintage.
Corner, J. et al (1990) Communication Studies An Introductory Reader. 3rd ed. London, Arnold.
Note:
 The author’s surname and initial(s) are given first. If a book (or other form of reference i.e.
video etc) has more than one author, list the first (in alphabetical order) author’s surname
and initial first followed by et al (which means and others).

The year of publication is given next in parenthesis.

This is followed by the title the publication (underlined or in italics) and edition of publication.
Note, this is only given if the publication is other than 1st edition ie 2nd or 3rd edition.
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
This is followed by the place of publication and then the name of the publisher.

The list should be in alphabetical order by author’s surname (as indicated in the above
example
The Internet and CD-ROM: You are advised to adapt the principles used in the examples above,
bearing in mind the importance of giving sufficient information for the reader to trace the source:
for a World Wide Web reference, therefore, you should include the URL (Uniform Resource
Location), for example:
Holland, M. (1996) Harvard system [online] Bournemouth University.
Available from: http://www.bournemouth.ac.uk/servicedepts/lis/LIS_Pub/harvardsystint.html [Accessed 5 Sept. 1996]
In the above citation author, date and title follow the pattern for printed publications. If the
document has no identifiable author use the smallest identifiable organisational unit. If no date is
available write 'No date' or 'nd'. The term 'online' in brackets indicates the 'type of medium' (as
opposed to e.g. 'CD-ROM') and is used for all Internet sources. The URL should be typed exactly
as it appears on the document: it should be split at the end of a line only after the forward slashes
in the address: no further punctuation such as hyphens or full stops should be added. The
'Accessed date' is the date on which you viewed or downloaded the document: this allows for any
subsequent modifications to the document.
e.g.
Baudrillard, J. (1995) Plastic Surgery for the Other CTheory [online] Article 33.
Available from: http://www.ctheory.com/a33-plastic_surgery.html [Accessed 4 Sept. 1996]
Fuse: The Interactive Magazine [online] Available from:
http://www.type.co.uk/fnet/fuse/issues.html [Accessed 5 Sept. 1996]
Leagas Delaney (1996) 'Adidas Euro 96: The Artist' Creative Review [CD-ROM]
CD-ROM 15, August 1996
Film Index International (1995) [CD-ROM] British Film Institute/Chadwyck- Healey Ltd.
Essay Preparation
The two key components behind producing an essay are research and planning. It is vital that you
undertake some reading and research into your essay topic. This will help you to develop an
“informed” perspective about the topic of your essay and enable you to develop your thoughts and
ideas more fully. It is also important that the whole process of essay writing is carefully planned and
thought through. Try wherever possible to give yourself plenty of time to work on your essay. Try to
avoid leaving things until the day (or night!) before the essay is due in. Try also to use the excellent
module resources (including on-line academic journals) that are available through the E-learning
sites for individual modules.
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Research

Writing an essay is not simply a matter of ‘writing’. Essentially you are engaged in an
interactive process which combines writing with research activity. Once your essay has been
set it will be necessary to think about your approach and what information you may require.

It is important to begin your research at an early stage. Try to avoid leaving things until the
day before your essay is due as books and other resources may be in short supply.

From your module reading lists and through discussions with your lecturers and fellow
students try to build up a sense of what seem to be some of the “key” readings and
resources which relate to your essay topic. Identify two or three of these “key” readings or
resources and use these as a starting point for your research.

Building from your initial “key” readings try to build up a range of sources of information
which represent a good balance between academic references and media material such as
newspaper and magazine articles, videos, etc…

Use your research to demonstrate an awareness of different opinions and approaches to the
topic of your essay. Make clear why you feel these opinions are valid, helpful, extreme or
misguided. Quote frequently to support and develop your argument but avoid overly long
quotations.
Planning

Having carried out your research it is important to begin to organize your information so that
you use it to develop your argument throughout your essay.

There are many different ways of planning and organizing ideas and argument. Some
people write lists of the main points of their essay, others use “spider” diagrams to map out
their ideas. There is no right or wrong way. Experiment with different approaches until you
find one which seems to work well for you.

Arrange your thoughts and ideas in a structured and organized way. Develop a structured
and coherent argument reinforced by close references to relevant texts (a balance of
academic and media sources). Set out what you intend to do in the introduction; do it as
thoroughly as you can; in your conclusion refer back to your introductory aims and critically
assess your argument.

Expect to produce two or three essay drafts and allow plenty of time to read through your
drafts. Reflect on your work – is the focus and main purpose of the essay supported by
relevant evidence and analysis throughout? Make sure that you have checked your
essay for spelling, grammar and referencing before you hand it in.
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Dissertations
For advice on Dissertations please read the Course Dissertation Guidelines that are published by
the Course and handed out to all Dissertation students that have registered for the module. For
general information on Dissertations (eg layout, regulations and research ethics) please consult the
UMS Handbook.
Help and Support

The Open Learning Centre runs a number of classes and workshops on essay writing skills.
Do make use of their help, advice and support. Please check the Media, Communication
and Culture notice board for dates, times and location.
LEARNING CENTRES
Pittville Learning Centre houses major collections of books, journals, videos and slides and
provides audio-visual and IT facilities. Staff at the enquiry points are always available to assist you
with your enquiries.
In addition, information skills sessions are run throughout the first semester. To find out what kinds
of resources and support are available, visit the Learning centre where the staff will be pleased to
advise you. Further information is also available in your Faculty of Learning & Information services
guide, on the notice boards and on the web page
http://www.glos.ac.uk/departments/lis/lcd/index.cfm
Pittville Learning Centre Opening Hours
Term Time
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
08.45 - 21.00
08.45 - 18.30
08.45 - 21.00
08.45 - 18.30
08.45 - 18.30
12.00 - 16.00
12.00 - 16.00
Pittville Learning Centre telephone number is 01242 714900
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COURSE BOARDS AND STUDENT REPRESENTATION
The Course Board is the key committee at Course level, responsible for the day-to-day running of
the Course and the maintenance and improvement of its quality. Evaluation of and proposed
changes to the Course are discussed at these meetings. There are three fixed Course Boards
each year and additional Board meetings may be called.
The Board meets at least once a term and membership includes elected student representatives
from each level. The Media, Communication and Culture team strongly encourages full
representation and constructive dialogue from students. Being elected as a representative is an
excellent opportunity both to engage in this dialogue and to demonstrate professionalism,
commitment and confidence when you write your CV. The role of student representatives is
important and training is provided centrally. Student reports are included as agenda items at the
Course Board and minutes from the meetings are posted on the MCC notice boards. Names of
student representatives from each year will also be posted on the student notice boards. Students
who have issues they wish to raise concerning the running of the course should raise these with
their student representatives and, where appropriate, with the tutor or Course Leader. Consult the
Student Charter if you are unsure of your entitlements.
STUDENT CHARTER
You should be aware of the entitlement and responsibilities of both staff and students within the
university. Details of these can be found on the university intranet at
http://www.glos.ac.uk/policies/stucharter/index.cfm. We strongly advise that you read this
document.
STUDENT SUPPORT SERVICES
For some students the Academic Advice System and tutor support will not be appropriate or
sufficient to allow the working through of problems. There may be times when pressure of work,
financial or personal/family situations can seem too much. If you need to discuss your situation
confidentially with a trained counsellor, the College has a Counselling Service based at Francis
Close Hall. The telephone number is 714542 and you will be given an appointment as soon as
possible. See full details on the university website.
The university also provides services for students with disabilities and is committed to equal
opportunities. The Disability Co-ordinator is Anna Donough who can be contacted personally on
714540. She is based at Francis Close Hall in Room FCB0102. If you have a disability that you
wish to declare or that may require support or advice Anna will be happy to assist.
THE BRETHREN COLLEGES ABROAD SCHEME
The BCA scheme is a formal agreement established in 1978 between this college and six colleges
in the United States, to enable US students to study here and University of Gloucestershire
students to study in the United States.
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Courses studied are credited to the home institution via official transcripts, and though an exact
match of courses is sometimes not possible, the experience has proved to be a valuable one for
many students over the years.
The six Colleges in the United States are:
Manchester College, Indiana
Juniata College, Pennsylvania.
Elizabethtown College, Pennsylvania
Bridgewater College, Virginia
MCCPherson College, Kansas
University of La Verne, California
A number of other colleges associated with the above also send and receive students on the BCA
programme. The opportunity to study at these schools is made on an individual basis. Students
from this University may apply to study at one of the above colleges for one semester during their
second year. We currently have one student from our second year at La Verne.
If you are interested in studying in the USA, contact the Director for Brethren Colleges Abroad
(BCA), Denise Kendry at dkendry@glos.ac.uk
INSURANCE
The University does not insure students for their own personal belongings, however the Insurance
and Contracts staff at Corporate Services are happy to advise on travel insurance for placement
venues and field trips, or answer queries on liability issues. The Insurance and Contracts Office
may be contacted on (71) 4166.
INFORMATION SERVICES
Use of IT Equipment in Pittville Learning Centre
IT use a booking system to allow fair access to computers in the Learning Centre. Some machines
may be block booked for modules (e.g. Graphics) by academic staff. Individuals are encouraged to
book time on specific machines for private study.
You may book up to three 2-hour periods per day: one in the morning, one in the afternoon and
one in the evening. If there is no demand for your machine after your time is up, you may continue
to use it. Booking may be made up to one week in advance by Media students only.
Please don't try to make multiple bookings on different machines or book time if you think you
might need it, this makes people very annoyed! Write your initials, course and year when booking
(e.g. SO, Media, Communication and Culture, 2). This helps to identify you in any case of
confusion and also helps us to produce statistical data on computer usage.
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OPEN LEARNING CENTRE
The University recognises that there are a number of students who need help with writing skills and
essay/assignment organisation. The OLC operates on all campus sites and you may use any site
you wish. In addition to individual help with grammar, planning etc., small workshop sessions are
arranged to cover common problems. Most students are already aware of weaknesses they may
have with spelling, grammar and punctuation; some may find spell and grammar checks on their
computer enough of an aid. If you are referred to the Open Learning Centre by a tutor, act on the
chance to improve your skills. Notices are up all over the university giving days and times.
CAREERS INFORMATION
In level 2 the Course has made available the module SLE201 which is taught by careers
professionals from the University’s Careers Management Centre. This centre is located at Francis
Close Hall and individual appointments can be made with careers staff. Some advice and
information is also available here on a drop in basis. SLE201 will lead you in a very specific way to
bespoke advice for careers in the media. Its curriculum includes talks from media employers and
professionals. Over your three years with us, you will also maintain a Personal Development
Profile (PDP) in which you will log and monitor your personal skills in a way that will be attractive to
employers. This also encourages you to reflect on your progress at regular intervals.
HEALTH AND SAFETY GUIDELINES
The Environment
The Media, Communication and Culture course has a concern for environmental awareness and
education.
The media provide a powerful medium for global cultural influence. Future practitioners have a
responsibility to be fully aware of the debates surrounding the range of ethical, social and
environmental issues. Media students can contribute by practicing principles of sustainability and
seeking environmentally friendly work solutions in both practical and academic work.
Health and Safety
If you are sensible in the way you use the Media building and the equipment, you should have no
problem in getting through practical modules without accidents. The technical support and
academic staff will ensure that you are not put at risk; weekly safety checks are made in the areas
you work in.
Project work can involve the use of chemicals, blades, electronic equipment, lighting, cameras,
ladders etc. It is vital that you familiarise yourself with the safety procedures and follow safe
working practices.
Specific rules and guidelines governing video and photography are displayed clearly in each area.
35
RESEARCH ETHICS
In 1999 the University introduced a new framework to promote and regulate the ethical conduct of
research. All forms of research, at all levels - including Module Assignments, Dissertations,
Research Degrees and staff research - are covered by its regulations. A new sub-committee of the
University's Research Committee, the Research Ethics Sub-Committee (RESC), has been
established to review, approve and if necessary, provide a feedback on or reject research
proposals.
The RESC has produced a useful document "Research Ethics: a handbook of principles and
procedures" which is available for inspection as hard copy in all learning centres or through
http://www.glos.ac.uk/currentstudents/research/ethics/index.cfm. The Handbook comprises three
parts:
Part A: Principles sets out the generic issues that comprise research ethics from a
multidisciplinary standpoint. The University recognises that the primary responsibility for ethical
research lies with the researcher. The Handbook sets out researchers' general responsibilities to
research participants and to other researchers in terms of key issues and concepts such as:
Informed Consent; Deceptive and Covert research; and Confidentiality and Anonymity. These
issues are presented in order to raise researcher's awareness of potential difficulties and to enable
them, where possible, to avoid them or limit their impact. However, the Handbook identifies three
areas of research which specifically require RESC approval before the research can commence:
(i) research which involves clinical or biomedical intervention; (ii) deceptive research; and (iii)
certain classes of covert research. If you are uncertain as to whether your research activities fall
under these categories, or whether they may bring about ethically problematic situations or
consequences, you should consult one or more of the relevant "gatekeepers" of the research, who
are detailed below.
All students are required to signal their adherence to the regulations of the handbook on
their assignment cover sheets for every assessed piece of work.
Part B: Procedures sets out the mechanisms through which researchers should seek the requisite
advice, and guidance may be sought as well as formal approval for projects, as outlined above. For
all students (and staff), there are "gatekeepers who operate as links between the research(er) and
the RESC.
For all undergraduate students, the relevant "gatekeeper" may be the module tutor (including
dissertation supervisor or the Course Leader).
For postgraduate students the relevant "gatekeeper" will either be the Course Leader or dissertation
advisor (taking advice from the Head of the PMS scheme where necessary).
Part C: Appendices and Bibliography comprises a considerable portion of the document. The
RESC has scanned the research ethics and professional literatures of several prominent academic
organisations to give guidance on specific issues in a manner relevant to particular research
communities. It also includes further discussion of the key issues set out in Part A and a set of
excerpts from the Research Ethics literature to help researchers think more carefully through the
difficulties arising in and from research.
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Sustainability
The university is committed to sustainability and to providing services which have a low impact on
the environment and which contribute to creating informed, proactive citizens. The Media,
Communication and Culture programme utilises new technologies where possible that limit the
reproduction of material and paper. Many of our course notes, module guides, assessment details
and student information are contained on a VLE, the University’s virtual learning environment. You
are asked to make full use of this resource where it is available to access material in order that
information is not photocopied or reproduced in paper form. You are also asked to contact staff via
phone or email instead of journeying to the university where a query is small or can be easily
resolved.
The Media, Communication and Culture curriculum is intended to make students critically aware of
the world around them and the role of the media in shaping our society and intervening in the
democratic process. It is our belief that the media plays a vital role in informing the public sphere of
debate about a range of important concerns which include issues pertinent to sustainability (e.g.
the treatment of the ‘third world’ by the ‘first world’ or the media’s coverage of environmental
issues). Where relevant we will endeavour to use issues of sustainability as case studies in wider
debates about media power, control and influence.
37