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Unit Learning GuideSchool of Humanities and Communication Arts

Communication ResearchUnit Number: 101041

Teaching Period: SPRING 2012

Unit Weighting: 10 credit points

Unit Level: Level 1

Unit Co-ordinator: Raymond Archee

Teaching Staff: Raymond Archee, Myra Gurney, Navin Doloswala

First Point of Contact: Raymond [email protected] 149 824

Student Consultation Face-to-face consultations can be arranged by email. Email teaching staff above for an appointment time.

mailto:[email protected]

General Student consultation times are: Ray Archee : 1-3 Mon; 3-4 Wed

Student CommunicationStudents must use their UWS student e-mail address in all correspondence with the Unit Coordinator and Tutors.

Attendance Requirements Attendance is expected at all the tutorials in which you are registered. Students are expected to attend a minimum of 80% of classes. Records will be taken for verification purposes. Lectures and tutorials are an essential part of your learning.Students have the responsibility to keep up with the unit content by attendance at lectures and tutorials.No accommodation will be made or consideration will be given to students who do not attend regularly except in the case of illness or misadventure. Non-attendance due to illness or misadventure or other, legitimate reasons should be documented and submitted to the Unit Coordinator.

Essential Equipment and/or Resources Students need to have access to a computer where the Internet can be used to logon to E-learning at UWS and the vUWS website for this unit. It would be useful to have Adobe Acrobat Reader which can be downloaded from the link at E-learning at UWS http://www.uws.edu.au/students/onlinesupport. Additionally. a portable HD is recommended, or at least two USB drives need to be used for saving and moving data to and from School computers. A private copy of the basic SPSS for Windows program would also be beneficial.There are computer labs for student use on each campus as well as provisions for students to access online materials at each of the campus libraries.

Student Feedback on Unit SurveysStudent Feedback on Unit Surveys will be distributed in Week 13

Changes and Improvements to the Unit as a Result of Student Feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:

• Research Proposal and Research Report requirements have been simplified• New Flash tutorials for SPSS teaching and learning have been created• Data set for practice and analysis has been updated• New material has been added which uses applied research to illustrate relevant research concepts• Coordinator has instigated independent evaluation procedures of the unit

Expectations of Student ConductStudents are expected to attend a minimum of 80% of classes. Students are advised to submit a doctor’s certificate to cover any absence from class and contact the unit coordinator by email.

Students are expected to spend the equivalent of eight (8) hours out of class time per week on reading and completing activities and tasks for this unit. This does not include preparation of assessments. Participation in this unit requires that students will come to class having read the Web-based readings, Captivate tutorials and examples. Assessment also requires completion of weekly exercises. All assessment items and tutorial exercises are available on the unit’s vUWS site. Students should be familiar with the University of Western Sydney’s O H, S & R Policy which can be viewed at http://apps.uws.edu.au/uws/policies/ppm/policies.phtml#OHS

101041 Communication Research Spring 2012 Learning Guide and Unit Outline of 19

http://apps.uws.edu.au/uws/policies/ppm/policies.phtml#OHS

The University of Western Sydney Occupational Health, Safety and Risk policy states that it is the responsibility of employees, students, contractors, visitors and others to ensure this policy is carried out and to regard accident prevention and safe working as a collective and individual responsibility.

Unit Details

Position of this Unit in the CourseThis unit is a 1st year unit and forms part of the key program. It is an introduction to both the rationale and software used in mainstream empirical research. It introduces students to the reasoning, tools, critical appraisal, writing genres and ethical constraints of research in the Communication field.

UWS Graduate Attributes

1. Commands multiple skills and literacies to enable adaptable lifelong learning

2. Demonstrate knowledge of indigenous Australia through cultural competency and professional capacity

3. Demonstrates comprehensive, coherent and connected knowledge

4. Applies knowledge through intellectual inquiry in professional or applied contexts

5. Brings knowledge to life through responsible engagement and appreciation of diversity in an evolving world

Course Graduate Attributes: Bachelor of CommunicationThe UWS Bachelor of Communication attributes are:

1. Commands a full range of skills and literacies independently and collaboratively by means of self-directed study across communication and media generally and in the context of vocational specialization.

2. Demonstrate an understanding of and sensitivity to cultural and intercultural issues, especially those of Indigenous Australian

3. Demonstrates comprehensive, coherent and connected knowledge of systems and technologies through contemporary and emergent communication.

4. Applies knowledge through intellectual inquiry in the professional or applied environment of Communication industries and practice.

5. Brings knowledge to life through ethical as well as responsible engagement and appreciation of diversity in an evolving world.

Unit Learning Outcomes The Unit’s Learning Outcomes specifically support the above Course Attributes: 1, 3, 4, 5.

At the successful completion of this unit, students will be able to:

1. Critically review research literature, use argument and logic, and write a basic survey; 2. Use the basic functions of SPSS - data entry, variable setup, data analysis, and interpretation of results; 3. Write a social research report - Introduction, Method, Results, Discussion, References, Appendices; 4. Demonstrate an understanding of research ethics.

Student Workload


Students are expected to attend a minimum of 80% of classes. Students are advised to submit a doctor’s certificate to cover any absence from class and contact the unit coordinator by email.

Students should be familiar with the University of Western Sydney’s O H, S & R Policy which can be viewed at http://apps.uws.edu.au/uws/policies/ppm/policies.phtml#OHS

The University of Western Sydney Occupational Health, Safety and Risk policy states that it is the responsibility of employees, students, contractors, visitors and others to ensure this policy is carried out and to regard accident prevention and safe working as a collective and individual responsibility.

Schedule Learning and Teaching Activities:

Date Semester Week Topic Weekly Activities

30 July 2012 1 What is communication research? What is SPSS? Using the library’s journal databases.

Discussing Learning Guide. Examining the different genres of communication research. Opening SPSS for Windows.

6 August 2012 2 Research Basics: ethics of research

Why is ethics so important to researchers? The UWS Human Ethics Process.

13 August 2012 3 Research Methods: surveys and interviews. SPSS previewed.

How do you write a good questionnaire? The kissing survey. Evaluating social science. YouTube tutorials perused.

20 August 2012 4 Research Criticism: structure of the research report

Examination of the parts of the research report. Writing an Introduction, incl. a good literature review

27 August 2012 5 Research Basics: argument and logic

Classifying, writing, and evaluating an argument. Writing the Method section.

3 September 2012 6 Research Methods: media research

Examination of media and content analysis.Writing the Results section.

10 September 2012 7 Research Criticism: evaluating communication research

How do you criticise communication research? Writing the Conclusions or Discussion section.

17 September 2012 8 Introduction to SPSS analysis Inputting the kissing survey data. Labelling variables. Running a SPSS job

24 September 2012 9 Intra-Session Break1 October 2012 10 Public holiday on Monday 1

October8 October 2012 11 Intermediate SPSS procedures Analysing the kissing survey. Using tables

and graphs.15 October 2012 12 Understanding statistical tests Understanding means, correlations, t-tests,

ANOVA.

22 October 2012 13 Qualitative methods How are qualitative methods the same/different?

29 October2012 14 Internet research How is Internet research different? New content, old methods?

5 November 2012 15 STUVAC


AssessmentsAssessment Requirements

Assessment component

Length (eg number of words in written assignments)

Duration (eg duration of oral presentations, quizzes)

Other parameters (eg how group-work will be assessed)

Percentage of total assessment for the unit for this piece of assessment

1. Research Proposal 20%

2. Research Report 40%

3. Exercise Portfolio 40%

TOTAL 100%

Final marks and grades are subject to confirmation by the School and College Assessment Committee, which may scale, modify or otherwise amend the marks and grades for the unit, as may be required by University policies.

An overall mark of at least 50% is required to pass the unit. Students who fail to submit one or more assignments will be receive an AF fail grade. Final marks and grades are subject to confirmation by the School and College Assessment Committee which may scale, modify or otherwise amend the marks and grades for the unit, as may be required by University policies.

Alignment of Teaching Activities with Unit Learning Outcomes

Course Attributes Learning Outcome Learning Activities

Assessment Activities

1, 3, 4 Critically review research literature, use argument and logic, and write a basic survey

Tutorials/Online demonstrations

Proposal and weekly exercises

3, 4 Use the basic functions of SPSS - data entry, variable setup, data analysis, and interpretation of results

Tutorials /Online Flash demonstrations

Portfolio exercises, research report

1, 3, 4 Write a social research report - Introduction, Method, Results, Discussion, References, Appendices

Tutorials/ Online Flash examples

Submission of proposal and research report

2, 5 Demonstrate an understanding of research ethics.

Tutorials/ Practice using NEAF website

Submit ethics application

Submission of Assessment Tasks Assignments submitted electronically and in hard copy must be accompanied by a copy of the Assignment Cover Sheet. Note that, in some case, the tutor may not be the marker for the given assignment.

1. All assignments are due in class or in assignment boxes by the dates advised unless advised otherwise by the unit coordinator.

2. Assignments will only be accepted electronically as evidence of submission but will not be marked until a hard copy of the assignment has been received.

3. Students are required to keep an electronic copy of all written work submitted and to be able to produce this if requested by the tutor or unit coordinator. USB flash drives are not recommended for back-up of data. A portable hard drive is the only reliable back-up facility.


Return of Assessment Material Your tutor will return assignments in class as soon as they are marked. If there are no classes (in the case of an end of session assignment), work may be collected from the unit coordinator at the commencement of the following semester. Any work not collected within 3 months will be forwarded to Records Management for destruction. Students are advised to submit copies of written work, and retain original files for reference. Alternatively, an appropriately sized, self-addressed, stamped envelope can be attached to your assignment and your marked assignment will be returned to you via post after the finalisation of grades for the unit.

Resubmission Resubmission can take place at the discretion of the Unit Coordinator where there are extenuating circumstances.

Late Submission Work submitted late without prior consultation with the Unit Coordinator will not be accepted.

A student who submits a late assessment without approval for an extension will be penalised by 10% per day up to 10 days, i.e. marks equal to 10% of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day.

Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time.

Extension of Due Date If students need to apply for a short extension of time to complete an assessment item, they should complete the Application for Extension of Time for Assignment form available on the Unit’s website (vUWS) or from the School Office. This form needs to be submitted before the due date of the assignment. Students should complete Sections A and C, then submit the form to their Unit Co-ordinator/Advisor, who will complete Section B. If the extension is approved, the student should leave Sections A and B with the Unit Co-ordinator/Advisor, and attach Section C to their assignment when they submit it.

An application for an extension does not automatically mean that an extension will be approved

Special Consideration for the whole or part of teaching sessionFor special consideration for part or the whole of the teaching session, the application should be submitted to the Unit Coordinator as soon as the student is aware that he/she has extenuating circumstances that will affect studies for the session. Application for Special Consideration is available on UWS Website http://policies.uws.edu.au/view.current.php?id=00205

Special Consideration for one assessment taskWhere special consideration is sought for circumstances involving more than three consecutive days or more than five days within a teaching period, students should complete a Special Consideration Application, available from the UWS website or a Student Centre.

Applications for Special Consideration to request accommodations in the nature or date of submission of a specific assessment task must be submitted to the Unit Coordinator (with a copy to the lecturer, where applicable) no later than 5.00pm on the 2nd working day after the due date of the assessment (working days are defined as Monday to Friday, not including public holidays).

An application for Special Consideration does not automatically mean that it will be granted. http://policies.uws.edu.au/view.current.php?id=00205


http://policies.uws.edu.au/view.current.php?id=00205



Assessment 1: Research Proposal

Due DateWed 5 Sept, 2012, by 3pm, in class or in unit assignment box in Building BB.

Aims/Objectives• To learn and practise skills of professional communication research design

• To review academic databases, select relevant articles and summarise and evaluate findings

Assessment DescriptionYou will be asked to select a topic of interest for later investigation via a research report. Identify and review similar research papers found in the literature in the field using the academic databases and summarise your findings and proposed method in a research proposal.

Assessment RequirementsYou need to identify a research project - read what the literature says, design a research instrument and propose to undertake the study. If you are using human participants, surveys can only be done with friends and family. Web research using content analysis is an easy alternative for highly controversial topics.

Suggested headings – Introduction, Proposed Method, References, Appendices. The Introduction should include a lengthy (at least 50% of words) literature review of significant recent research in the area. A demonstration Ethics application MUST be included as Appendix 1. A draft survey or observational instrument should be included as Appendix 2.

The proposal should include:

• Relevant Title

• Introduction Section including Overview, Literature Review, Need for Investigation, Aims and Justification steps

• Proposed Method Section

• Reference list, alphabetised in APA format with hanging indents

• Ethics application, abbreviated or via NEAF website

• Appendix with draft survey

Length should be around 1500 words, excluding survey, ethics application and references.

A minimum of 8 scholarly References (not Internet sources).

Assessment CriteriaThe Research Proposal is the first half of an entire report. Students should make sure to focus on topics that are researchable, and have been researched by others. Strange, unusual or off-beat topics may seem attractive, but students will find them challenging to research because of the lack of previous study in that area. The Ethics application is mandatory, and needs careful attention and perseverance.

The review of previous literature is more than a collection of summaries of other research in the field. Good literature reviews are critical, exhaustive and argumentative. Students will be instructed on how to construct a good survey, and how to avoid unhelpful questions. The survey itself is a limiting factor in what a student can achieve in their research aspirations. Thus pilot studies, peer reviews and instructor advice needs to be undertaken and acted upon.

Students whose proposals fail to meet minimum standards will be permitted to resubmit to receive a Pass grade.


Marking Criteria Marking Criteria for Assignment 1: Research Proposal (learning outcomes 1, 3 & 4)

Low scores R to P Average scores P+ to C High scores D to H

1. Organisation: The proposal should be well researched and organised into a logical and coherent structure which is interesting and relevant to an academic audience. The proposal should observe APA referencing, and professional presentation in terms of fonts, headings, and numbering..

Material is not particularly well organised, and is not linked and difficult to follow.

Poor or inadequate use of suggested structure appropriately

Proposed research topic poorly chosen

Has areas which are unclear and require further explanation and are not well integrated.

Little or no use of relevant additional academic sources.

Cursory or missing reference to points of main reading. Basic or no evidence of understanding main theme or question being addressed

Small number, poorly chosen or missing reference list

Poor or missing survey Poor or missing ethics application

Proposal is generally clear and well organised with a clear opening which addresses the question and uses the suggested structure.

Well chosen, if unoriginal research topic

A few minor points may be confusing or not relevant.

Adequate understanding of the field of research displayed through references.

Good opening and conclusion which allows audience to understand theme of proposal.

Adequate draft survey Adequate ethics application

Proposal is clear, logical and organised.

Research topic is novel and engaging

Student demonstrates a high level of understanding of the main arguments and themes within a field of research.

Excellent choice and number/variety of reference material which is used to support the proposal presented.

Material is integrated and main themes are thoroughly discussed with evidence from reading and additional sources.

Excellent draft survey Excellent ethics application

2. Content: Appropriate, interesting content that is well researched and appropriate for the audience. It should describe an existing academic field of research and attempt to extend that research.

Cursory or missing reference to points of main readings.

Basic or no evidence of understanding main theme or question.

Material is poorly chosen, too simple or too difficult for the audience, irrelevant or shows only a basic understanding of the subject matter.

Material is a series of non integrated points

Content attempts to engage with research question

Supporting material is mostly relevant and drawn from popular or average level academic sources

Material chosen is interesting and appropriate for the audience

Some insights drawn which reflect a reasonable understanding of the subject matter.

Excellent choice of background academic material from a variety of academic sources which are used to support the argument presented.

Main themes clearly discussed supported by evidence from the reading and additional academic sources.

Support material chosen is of a high level, is well chosen for the academic audience.

Insights drawn are linked to main themes and reflect a sophisticated level of understanding of the subject matter.


Assessment 2: Research Report

Due DateWed 7 Nov, 2012, by 3pm, in unit assignment box in Building BB.

Aims/Objectives• To input collected data into the program SPSS

• To analyse research data by producing tables and graphs using SPSS

• To highlight and interpret findings within graphs and tables

• To present the research, discuss and make conclusions using the social science report format conventions

• To demonstrate academic writing, editing and written presentation skills in a professional document

Assessment DescriptionThe final report extends the original Research Proposal assignment into a full report by adding Abstract, Results, and Discussion sections.

Assessment RequirementsYour main task is to write up the final two sections of the social science report. You should also revise, improve and update the Introduction, Method and Reference sections submitted in your Research Proposal, then add:

Results – you must include tables and graphs taken from SPSS output and converted using Word and Excel. Every chart must be highlighted for significant findings and explained or interpreted in light of previous research or novel insight.

Discussion – you should aggregate your findings and then discuss these findings with respect to your Aims and Objectives which were outlined in the Research Proposal. Answer your Aims here. Reflect on the relevance/ relationship between your findings and research on the topic identified and discussed in the Literature Review in the Research Proposal. Talk generally about your contribution to the field and to possible research that can arise from your findings.

Additionally you will need to structure an Abstract which enables the lay reader to understand your report’s findings and include additional References and Appendices.

Length of two extra sections should be around 1500 words, but please add your proposal to create a full report.

Your report must also include the following components:

appropriate title

page numbering

headings, subheadings and a decimal numbering system

reference list using APA style

properly constructed and labelled graphs, and tables in APA format

professional presentation – assignments should be either side-stapled or bound (no plastic sleeves)

Assessment CriteriaStudents have already submitted the first half of the report in the Research Proposal. The submission of the Results, Discussion and Abstract sections finalises the report. Students should combine all parts together and submit as one polished report. The style and substance of the report should resemble professional and academic reports found in the research databases.

Thus students should concentrate on producing: a good literature review, a well-tested survey, a reasonable number of returned surveys (we suggest a minimum of 20), using both descriptive statistics, and statistical tests, and producing good APA tables and/or graphs. The literature review is not simply a set of summaries of other research, but an argument as to why the research needs to be performed.


The only appropriate way to analyse a lengthy survey is to use a program such as SPSS. Thus, your decision to adopt SPSS procedures is not an optional one. There is no alternative such as using Survey Monkey or some other free or even pay for service method. We have had students who have wasted time, energy and money trying to avoid using SPSS, and failed.

The basic descriptive techniques we will show you are mandatory, and will help you analyse any survey. The various SPSS tests are optional, but if used, will display your skill level, willingness to learn, and definitely assist your own understanding of your chosen topic of research.

Tables and graphs are mandatory requirements for the Results section.

Marking Criteria Marking Criteria for Assignment 2: Research Report (learning outcomes 1, 2, 3 & 4)

Low scores P- to P Average scores P+ to C High scores D to H

1. Background research: At least eight (8) appropriately referenced and cited background secondary sources are used to inform and support the report purpose.

Insufficient number of secondary or only non referenced anecdotal sources used

References not from a variety of both academic and general sources or only from commercial internet sources

Secondary material not properly cited or referenced using APA style. Quotations not attributed.

Overuse of poor secondary material which is not well integrated to support the purpose of the report

At least eight (8) sources used but sources may either not be appropriately academic or from unreliable sources

APA referencing and citation attempted but may have either omissions or inconsistency of style

Attempts to use secondary material to support argument of the report

More than eight (8) well chosen resources (both academic and general) used to support purpose of the report

All citations used correctly, all quotations attributed

All secondary information appropriately and accurately cited using APA referencing and citation style

Research used to support argument and purpose of paper in a well integrated, sophisticated manner

2. Content: Presents and analyses charts appropriately. Addresses report’s Aims. Uses unit’s conventions and case studies to analyse and frame the content. Information and arguments should be presented in a clear and logical manner in accordance with scholarly conventions of report writing.

Content is mostly general and has little or no relation to the specific purpose or issue

Content is not of appropriate depth to meet purpose

Content is mostly descriptive with little or no attempt at analysis

Content does not reflect appropriate theories studied in the course

Content not well organised. No clear and logical order of ideas and information. Poorly written or chosen headings and subheadings

Some sections missing or irrelevant to purpose

Little or no use of statistical procedures

Poor or missing tables and graphs Report does not meet word length

Content is reasonably well chosen to meet stated purpose of the report. May have included some irrelevant or superfluous material

Content uses some background material to analyse as well as describe issue or problem

Content attempts to relate problem to relevant theory

Content is of appropriate depth to meet most of the stated aims

Content is reasonably well organised with a logical flow of information and ideas designed to achieve purpose and convince readers.

Basic use of statistical procedures Adequate tables and graphs Report meets word length

Content extremely relevant, timely and well chosen and appropriate for stated purpose

Background material used to clearly support and frame the argument

Content shows a sophisticated understanding of the theoretical issues and this is reflected in a well thought out argument

Logical, clear and consistent organisation of ideas and information which shows an understanding of the position of the reader

Each section of the report is necessary and relevant

Advanced use of statistical procedures

Excellent tables and graphs Report meets or exceeds word

length3. Correct use of required report conventions: Required elements (listed above) are used correctly and appropriately to communicate information, ideas, structure and arguments to the reader

Few of the required report conventions (title page, table of contents, executive summary etc) are included and/or are used

Report uses most of the required elements correctly with some minor errors

Report attempts to use headings

All of the required report conventions are used correctly and appropriately

Relevant and interesting title


correctly Headings and subheadings either

omitted or are not descriptive, accurate

Internal numbering system not used or used poorly to reflect internal organisation

Tables/graphics not included where necessary or used inappropriately

Graphics not properly labelled, sources cited or discussed in text

Reference list missing, not set out using APA style, or lists references not referred to in text

and subheadings and a numbering system to clearly communicate structure

Headings reasonably descriptive and accurate but some may not be well written

Attempt to use a decimal numbering system consistently throughout to reflect internal organisation and structure

Relevant graphics are included, labelled and their relevance discussed in text

Reference list or bibliography mostly set out using APA conventions. All references listed are referred to in text

Headings and sub headings are well written, parallel and are descriptive and accurate

No missing parts of sub-sections Decimal numbering system is

used consistently to accurately reflect report structure

Graphs and tables are well chosen, appropriate, labelled, sourced and their relevance discussed in the text

References are accurately set out using APA conventions. All references listed are referred to and their relevance discussed in the text

4. Appropriate use of professional writing and editing conventions: Poor or colloquial word choice,

overuse of jargon or abstract language. Language may be inappropriate for audience

Sentences too long, unclear and/or hard to read and poorly constructed

Paragraphs not well constructed or missing, lacking transitions and variety

Little evidence of proofreading, editing as shown by poor or inaccurate grammar, spelling and punctuation

Reasonably well written, audience appropriate word choice, minimal use of jargon or abstract language.

Reasonable sentences which are not too long, unclear or hard to read

Paragraphs reasonably well constructed with transitions and variety

Reasonable evidence of proofreading, with few mistakes in grammar, spelling and punctuation

Writing may be accurate but lack sophistication of expression

Clear, well written sentences which have few redundancies or clichés, and are more concrete than abstract

Appropriate use of passive voice and nominalisation

Sophisticated level of language used which is appropriate for the audience

Spelling punctuation and grammar correct

Sentences and paragraphs show variety, good transition and structure

Writing edited with few mistakes

Assessment 3: Exercise Portfolio101041 Communication Research Spring 2012 Learning Guide and Unit Outline of 19

Due DateWed 14 Nov, 2012, by 3pm in the unit assignment box in Building BB.

Aims/Objectives• To have students engage more closely with weekly themes and issues through a series of self-paced research,

statistical and writing exercises

• To use primary and secondary academic research skills to gather material

• To demonstrate professional writing, editing and written presentation skills in a professionally presenteddocument

Assessment DescriptionWeekly writing, statistical and research exercises will be posted on vUWS. These are based around the class materials and readings and aim to consolidate the themes and skills of the unit.

Assessment RequirementsThroughout the unit, you will be completing a range of different research and other exercises which should be completed using Word, Excel and SPSS. Many of these will be done in class, while others will require additional research. You should save these weekly and submit them as an exercise portfolio:

Your portfolio must include a:

contents page

a variety of exercises, not just the simple ones - a minimum of five (5) substantive exercises.

Plus the SPSS output from an additional two different SPSS procedures (no more, since these are tested in the Report.)

While quality rather than quantity is important, the best marks will usually be awarded to students who submit the maximum exercises possible.

Very important: All portfolio exercises must be your own work and cannot be done in conjunction with a fellow student unless indicated by the question. It is your responsibility to ensure that others do not copy your work. Any student presenting exercises found to be identical to that of another student will be penalised.

NOTE: Assignments should be either side-stapled or bound and include a table of contents and have numbered pages. No plastic folders.

Marking CriteriaMarking Criteria for Assignment 3: Exercise Portfolio (learning outcomes 1,2,3, & 4)

Low scores P- to P Average scores P+ to C High scores D to H

1. Depth and level of engagement with a range of exercise questions: carefully researched and thought out answers with good examples. Choice of a range of exercises

Only the minimum number of exercises attempted or only easiest exercises submitted

Answers given are too short and/or superficial and do not show more than superficial engagement with the question

Writing ‘style’ exercises are poorly done indicating that student has not grasped research writing principles taught

Missing SPSS exercises

Exercises submitted are varied with some of the more complex exercises attempted which may exceed the minimum number required

Answers show a reasonably good grasp of principles and student has used good secondary sources to engage with the question

SPSS exercises are mostly well attempted, although some errors have been made

A wide variety of exercises in excess of the minimum number are submitted which show a superior level of engagement with many aspects of the course

Answers show a thorough grasp of the principles and excellent choice of secondary support material

SPSS exercises are extremely well done showing a sophisticated grasp of SPSS principles


2. Writing and presentation: well written, and carefully edited and referenced answers presented in a professional portfolio which includes a table of contents, numbered pages.

Exercises are poorly edited with numerous grammar, punctuation and spelling errors

Answers are mostly quotes paraphrases or unattributed material from secondary sources

Sources not consistently attributed using APA referencing conventions

Portfolio not well presented or laid out. It may lack proper page numbering, headings or a table of contents

Exercises are reasonably well written and edited with perhaps minimal grammar, punctuation and spelling errors

Answers integrate and reference secondary research material to support their own answers and reflections

Sources are mostly correctly referenced using APA conventions

Portfolio reasonably well presented and set out with a contents page, page numbering and headings

Exercises are well written and edited with only minor errors in grammar and punctuation

Answers synthesise and properly reference well chosen secondary research material

All sources are correctly referenced using APA conventions

Portfolio is professionally presented with a table of contents, page numbering, correct headings, headers/footers

Learning Resource InformationTexts The Key texts for this unit are:


No text book.

Additional textsArchee, R., and Gurney, M. (2012, in press). Communicating as Professionals (3rd ed) Melbourne, Cengage Learning.

Berger, A.A. (2000). Media and Communication Research : an introduction to qualitative & quantitative research approaches. Belmont, CA: Sage.

Bryman, A. (2004). Social Research Methods. Oxford: Oxford University Press.

Fink, A. and Kosecoff, J. (1998). How to Conduct Surveys: a Step by step Guide. Sage Publications.

Healey, J.F; Boli, J.; Babbie, E.R. and Halley, F. (1998). Exploring Social Issues : Using SPSS for Windows 95. Pine Forge: Sage.

Mann, C. and Stewart, F (2000). Internet Communication & Qualitative Research : a Handbook for Researching Online. Sage.

Miles, T.H. (1990) Critical Thinking and Writing for Science and Technology San Diego: Harcourt Brace Jovanovich.

Rea, L.M. (1997). Designing and conducting survey research : a comprehensive guide. San Francisco : Jossey-Bass Publishers.

Reinard, J.C. (2006). Communication Research Statistics. Thousand Oaks, CA: Sage.

Rubin, R.B. (1999). Communication Research: strategies and sources. Belmont, CA : Wadsworth Thomson Learning.

Stern, P.C., & Kalof, L. (1996). Evaluating social science research. New York: Oxford University Press.

Journals: (do a ‘title’ search in the library catalogue for the specific journal name. You can also use online electronic databases such as ‘Expanded Academic’ – check with the Library if you need assistance)

Australian Journal of Communication

Electronic Journal of Communication

Technical Communication

Journalism and Mass Communication Quarterly

Behaviour and Information Technology

Small Group Behaviour

Journal of Business Communication

IEEE Transactions on Professional Communication


Use of vUWS

vUWS is an essential component of this unit. It is used for resources (e.g. workshop notes, Flash tutorials, weekly exercises and instruction, and announcements. Students are expected to login to the unit’s vUWS site at least weekly.

Key Weblinks

All of your tutorial material will need to be accessed through vUWS, with library readings, websites, and library databases available online.

Literacy Resources

Links to academic literacy resources are available on vUWS

Referencing Requirements The Referencing Style required for this unit is APA

Full details of referencing systems can be found at “Citing Resources”: http://library.uws.edu.au/citing.php

A full range of resources for searching and citing references can be found at “Training and Support”: http://library.uws.edu.au/training.phtml

Other

Do NOT use Survey Monkey or other Web-based services in this unit. We do not know of any free services, which allow you to properly use SPSS at a later date.


http://library.uws.edu.au/training.phtml

http://library.uws.edu.au/citing.php

Links to Key UWS Policies and Information Affecting Students

Key Policies and Information Affecting Students http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-chancellor/key_policies_and_information_affecting_students

Student Support

http://www.uws.edu.au/currentstudents/current_students/getting_help/support_services_for_students

Course and Unit Rules http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements

This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured.

Current Students http://www.uws.edu.au/currentstudents/current_students

Student Administration http://currentstudents.uws.edu.au/students/stuadmin

e-learning http://www.uws.edu.au/students/onlinesupport

Forms http://pubsites.uws.edu.au/student/forms

E-learning Support Site

It is a student’s responsibility to ensure that prior to starting any E-Learning activities for this unit, you familiarise yourself with introductory resources available on ‘E-Learning Student Support’ site . You can access the site by

logging into vUWS at https://vuws.uws.edu.au/ and clicking on E-Learning Student Support Site link under ‘My vUWS Sites’.


https://vuws.uws.edu.au/

http://pubsites.uws.edu.au/student/forms

http://www.uws.edu.au/students/onlinesupport

http://currentstudents.uws.edu.au/students/stuadmin

http://www.uws.edu.au/currentstudents/current_students

http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements

http://www.uws.edu.au/currentstudents/current_students/getting_help/support_services_for_students

http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-chancellor/key_policies_and_information_affecting_students

http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-chancellor/key_policies_and_information_affecting_students

School Policy for vUWS use: Courtesy and Respect Online

In the interests of promoting the welfare and safety of students and staff at UWS, please ensure that you conduct yourself with courtesy and respect while in vUWS. This applies to all online communications such as tutorials, discussion groups, chat rooms, email correspondence, blogs, journals and so on.

A unit vUWS site is an online teaching and learning environment at UWS. The rules are the same as in lectures, tutorials and seminars. Keep in mind that vUWS is a public space and your comments in online discussions and chat rooms can be read by other students and academic staff. Your blog and journal entries in vUWS may be read by your lecturer or tutor. The unit coordinator may allow students to read each others’ blog or journal entries as a way of reflecting on the learning material and process or for assessment purposes.

• It is very easy to be polite, courteous and friendly.

• Avoid bad, offensive or discriminatory language.

• Respect the point of view of other students, lecturers, tutors and the unit coordinator.

• Be aware of cultural differences and cultural sensitivities.

• Humour or sarcasm does not translate well from the real world to the virtual world.

• Avoid capitals, or it will seem like you’re SHOUTING.

• No-one wants to be misunderstood. Write clearly and concisely so that you will not be misinterpreted in terms of your intention and meaning. Keep posts and emails short and simple. Re-read your message before you hit send.

• Respect the privacy of other students, lecturers, tutors and the unit coordinator.

• Respect the online literacy levels of other students.

• Remember that you can communicate face-to-face with others as well (recommended if you are not certain what you write may offend others).

The rules of copyright and plagiarism apply in vUWS. If you use someone else's ideas, cite them appropriately. Giving other students the answers to assessment questions or online quizzes in online discussions, chat rooms or emails risks an Academic misconduct allegation.

The rules of Academic and Non-Academic misconduct apply in vUWS.

Non-Academic misconduct in vUWS includes but is not limited to: harassing, vilifying, abusing or threatening students or staff, bullying or disparaging students or staff, inappropriate conduct. Problems, complaints or concerns should be directed to the unit coordinator, privately by email, telephone or in person. You can read more about the UWS Student Non-Academic Misconduct Policy at: http://policies.uws.edu.au/

Your unit coordinator, lecturer or tutor will provide more detailed guidelines for the appropriate use of vUWS in your unit.


http://policies.uws.edu.au/

What is Academic Misconduct?Academic Misconduct may involve one or more of the following:

Plagiarism

Plagiarism involves submitting or presenting work in a unit as if it were the student's own work done expressly for that particular unit when, in fact, it was not. Most commonly, plagiarism exists when:

a) the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work;

b) parts of the work are taken from another source without reference to the original author; or

c) the whole work, such as an essay, is copied from another source such as a website or another student's essay.

Acts of plagiarism may occur deliberately or inadvertently

Inadvertent plagiarism occurs through inappropriate application or use of material without reference to the original source or author. In these instances, it should be clear that the student did not have the intention to deceive. The University views inadvertent plagiarism as an opportunity to educate students about the appropriate academic conventions in their field of study.

Deliberate plagiarism occurs when a student, using material from another source and presenting it as his or her own, has the intention to deceive. The University views a deliberate act of plagiarism as a serious breach of academic standards of behaviour for which severe penalties will be imposed.

Collusion

Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic misconduct with others.

Cheating

Cheating includes, but is not limited to:

a) dishonest or attempted dishonest conduct during an examination, such as speaking to other candidates or otherwise communicating with them;

b) bringing into the examination room any textbook, notebook, memorandum, other written material or mechanical or electronic device (including mobile phones), or any other item, not authorised by the examiner;

c) writing an examination or part of it, or consulting any person or materials outside the confines of the examination room, without permission to do so;

d) leaving answer papers exposed to view, or persistent attempts to read other students' examination papers; or

e) cheating in take-home examinations, which includes, but is not limited to:

f) making available notes, papers or answers in connection with the examination (in whatever form) to others without the permission of the relevant lecturer;

g) receiving answers, notes or papers in connection with the examination (in whatever form) from another student, or another source, without the permission of the relevant lecturer; and

h) unauthorised collaboration with another person or student in the formulation of an assessable component of work.

For the full definition of academic misconduct and the consequences of such behaviour, students are advised to read the Misconduct - Student Academic Misconduct Policy in its entirety available at UWS Policies: http://policies.uws.edu.au/index.php


http://policies.uws.edu.au/index.php


Assignment Cover Sheet

School of Humanities and Communication Arts

Student Name

Student Number

Unit Name and Number

Tutorial Group

Tutorial Day and Time

Session / Semester

Lecturer/Tutor

Title of Assignment

Length

Due Date

Date Submitted

Campus Enrolment

DECLARATION

I hold a copy of this assignment if the original is lost or damaged.

I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.

No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned

I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)

Signature: …………………………………………………………………………………………….

Note: An examiner or lecturer/tutor has the right not to mark this assignment if the above declaration has not been signed)


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