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1 School of Humanities and Communication Arts Unit Number 101930 Teaching Session Autumn 2017 Unit Weighting 10 credit points Unit Level Undergraduate Unit - Level 3 Unit Coordinator Ray Archee Student Consultation Face-to-face consultations can be arranged by email: [email protected] for an appointment. Student Communication Students must use their current University student e-mail address in all correspondence with the Unit Coordinator and Tutors. Attendance Requirements Attendance is expected at all lectures and at the tutorial 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 attending lectures and tutorials. No consideration 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 for other legitimate reasons should be documented and submitted to the Unit Coordinator. 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:

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Page 1: School of Humanities and Communication Artsstc2.uws.edu.au/CRproj/LG2017.pdf · Assessment 2: Orals begin Week 6 in class, ... Cover sheets for hard copy submission of assignments

1    

School of Humanities and Communication Arts

Unit Number 101930 Teaching Session Autumn 2017 Unit Weighting 10 credit points Unit Level Undergraduate Unit - Level 3 Unit Coordinator Ray Archee

Student Consultation Face-to-face consultations can be arranged by email: [email protected] for an appointment. Student Communication Students must use their current University student e-mail address in all correspondence with the Unit Coordinator and Tutors. Attendance Requirements Attendance is expected at all lectures and at the tutorial 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 attending lectures and tutorials. No consideration 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 for other legitimate reasons should be documented and submitted to the Unit Coordinator. 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:

Page 2: School of Humanities and Communication Artsstc2.uws.edu.au/CRproj/LG2017.pdf · Assessment 2: Orals begin Week 6 in class, ... Cover sheets for hard copy submission of assignments

Communication Research Project 101930 Autumn 2017 Learning Guide 2

• student workload has decreased - assessments have decreased from four to three items, • collaborative assessments are highly recommended mimicking real life research, and reducing student

workload • more detailed marking criteria added, • creation of an improved vUWS website for content and student collaboration, • all lectures have been turned into lecture pods for flexible use

Expectations of Students Students are expected to be familiar with and abide by the terms of the Student Code of Conduct. Students should be familiar with the Work Health and Safety Policy of Western Sydney University.

Free websites such as Survey Monkey cannot be used for this unit because of their inherent limitations in terms of research design and data feedback. Email surveys can be used, but the suggested medium is paper distributed to classmates, friends and family. Facebook is also NOT recommended for survey research because of privacy, age and consent issues.

All students’ assignments should be submitted to Turnitin. The cutoff for duplication on TII is 25% similarity to other people’s writing. Scores above 25% will be checked for plagiarism and may be classified as student misconduct and not marked. Students need to check their duplication scores by submitting to TII at least a day before the assignment is due. You are allowed to submit more than once if it is before the due date.

Raising Concerns How to raise concerns If you have a concern about this unit, please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact the Director of Academic Program, Ms Rachel Bentley ([email protected]). Please note the Director of Academic Program may refer your concern to a delegate to review and to respond to you.  The University also has a confidential Complaints Resolution Unit (see link below). Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six month timeframe.

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Communication Research Project 101930 Autumn 2017 Learning Guide 3

Unit Details Handbook Summary This final year unit provides a capstone experience as a bridge into professional work or as a precursor to further research studies. The 'open box' approach invites students to develop a concept for a research report or professional project, undertaking preparatory stages of collective and individual research in an area of interest that has emerged as a result of previous studies. Students will generate project options that draw on historical and contemporary research issues and approaches to guide the development of their own research questions and methods specific to their object of research. A range of methodological approaches will be explored, including practice-based methods, industry observation/shadowing, qualitative interviews, and quantitative digital methods. Students will develop their own reading lists, identify appropriate research methods and conduct some pilot testing and evaluation of findings for their project. Western Sydney University 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 Learning Outcomes A Graduate of the Western Sydney University Bachelor of Communication degree will be able to:

1. Command multiple skills and literacies to enable adaptable lifelong learning 2. Demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity 3. Demonstrate comprehensive, coherent and connected knowledge 4. Apply knowledge through intellectual inquiry in professional or applied contexts 5. Bring knowledge to life through responsible engagement and appreciation of diversity in an evolving world.

Unit Learning Outcomes The Unit’s Learning Outcomes specifically support the Bachelor of Communication Course Learning Outcomes. At the successful completion of this unit, students will be able to:

1. Identify and develop a research question 2. Demonstrate an understanding of the academic and professional context for their research, including

ethics 3. Present a rationale for a research project 4. Evaluate and use appropriate methods for their research 5. Articulate a potential research finding appropriate to the selected context 6. Adequately assess the risk involved in professional production projects.

The process of performing research in an academic or professional setting is a fundamental skill for all university graduates, as opposed to mere communication practitioners. This unit will enable you to practise relevant research skills and also how to consume/evaluate research found in professional communication contexts.

Student Workload The expected workload in this unit is: 10 hours per week (for all 10 credit point units), comprising 1.5 hours in class and 8.5 hours of own study time.

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Communication Research Project 101930 Autumn 2017 Learning Guide 4

Schedule Learning and Teaching Activities

AUTUMN SESSION 2017

Date Semester Week Topic Weekly Activities Assignment Due

20 February (Autumn session commences)

1 What is research? How is communication research conducted?

Introduction to unit. LG explained. Assessments discussed. Choosing a research question. Locating references. Selecting methods.

 

27 February 2 Public Relations research

PR research workshop Using databases.

 

6 March 3 Media Arts research

Media Arts research workshop

 

13 March 4 Journalism research

Journalism research workshop

 

20 March

5 Advertising research

Advertising research workshop

Asst 1: Annotated Bibliography due Sun 26 Mar, 11.59pm  

27 March 31 March Census date for Autumn & 1H sessions)

6 Survey and effects research

Designing good survey research.

Asst 2: Orals begin

3 April

7 Qualitative research

What is the difference between quantitative and qualitative research?

10 April 8 Intra session Break Good Friday 14 Apr

17 April

9 Easter Mon.  Other tutorials as normal.  Research ethics

Research ethics vs professional ethics.

Asst 2: Proposal due Sun 23 Apr, 11.59pm  

24 April (Tues 25 April ANZAC Day public holiday)

10 ANZAC day Tues 25. Affects PAR classes only. Problems and issues with professional research

Problems and issues in the 21stC.

1 May 11 Text Analysis Text Analysis practice.  

8 May 12 Case studies, ethnography Case studies, ethnography explained.

 

15 May 13 Content Analysis Content Analysis explained.  

22 May

14 Consuming research Revision and Appendix work Asst 3: Research Report due Sun 28 May, 11.59pm  

29 May 15 30 May - 5 June: STUVAC

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Communication Research Project 101930 Autumn 2017 Learning Guide 5

5 June (Autumn session exams# start)

16

12 June (13 June Queen’s Birthday public holiday; Autumn session exams # continue)

17

19 June (26 June Autumn session exams# end; Autumn & 1H session ends)

18

Note: # These weeks are part of the formal examination period. Students must be available in these weeks

 

Assessments Assessment Requirements Assessments items and weighting

Assessment for this unit will be based on the following components:

Assessment Item Length or duration Learning Outcomes addressed

Weighting

1. Annotated Bibliography (team submission)

1200 words (minimum) and 8 references (min) per team member

LO:1,2 20%

2. Research Question Proposal (team submission) & Presentation (individual)

1200 words (minimum) per team member; 5-6 min presentation per team member/6 slides per member, and max. 90 secs minutes of video per member

LO:1,2,3,6 30%

3. Research Report (team submission)

1500 words (minimum) per team member, plus individual Appendix

LO:1,2,3,4,5,6 50%

An overall mark of at least 50% is required to pass the unit. Submission of all assessment items is mandatory. Non-submission of one or more assessment items will be counted as Fail Non-submission. Final marks and grades are subject to confirmation by the School Assessment Committee which may scale, modify or otherwise amend the marks and grades for the unit, as may be required by University policies.

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Communication Research Project 101930 Autumn 2017 Learning Guide 6

Submission of Assessment Tasks Students are required to keep a copy of ALL written work submitted. DUE DATES FOR Assessment 1: Annotated Bibliography due Sun 26 March, 2017, 11.59pm Assessment 2: Orals begin Week 6 in class, written Proposal due Sun 23 April, 2017, 11.59pm Assessment 3: Report due Sun 28 May, 2017, 11.59pm Statement for online submission This unit requires online submission of all written assessment tasks to Turnitin. Please note: you do not need to include a cover sheet for Turnitin or vUWS Submissions. All submissions using Turnitin are presented with a declaration to students at each upload via the Turnitin interface. The declaration is: By submitting your work using this link you are certifying that:

• 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 for any other student’s work or

from any other source except where due acknowledgement is made in the assignment • I hereby certify that no part of this assignment or product has been submitted by me in other (previous or

current) assessment, except where appropriately referenced, and with prior permission from the Lecturer/Tutor/Unit Coordinator for this unit

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

• I am aware that this work will 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)

• I am aware that this work may be de-identified and reproduced in part or in full as an example for future students.

Statement for hardcopy submission Cover sheets for hard copy submission of assignments can be found on the School of Humanities and Communication Arts vUWS site and at the end of this Guide.

Assignment box and after-hours assignment box located Parramatta, Building EQ. At Western Sydney University, plagiarism falls within the framework of the Student Misconduct Rule. For more information about possible penalties for plagiarism, please refer to the Student Misconduct Rule.

Return of Assessment Material Assessment items will be returned via Turnitin feedback. Resubmission NO resubmission will be permitted for students who are not in their first year of study. Students who are in their first year whose work does not meet minimum literacy standards will be given guidance as to how to improve their writing. This may include referral to the Hub for Academic Literacy and Learning (HALL), academic literacy workshops, to workbooks or online resources or, in limited cases, guidance from a member of the school’s academic staff. They will be then permitted resubmission for their first piece of work in that unit ONLY. Late Submission Work submitted late without consultation with the Unit Coordinator will not be accepted.

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Communication Research Project 101930 Autumn 2017 Learning Guide 7

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 for assessment task/s • Requests for extensions, with evidence of extenuating circumstances, may be submitted before, on or up to

two days after (by 5.00pm) the due date of the assessment. • If a late application is not approved the late penalty will apply from the due date. Special Consideration for multiple assessment tasks and/or whole of the teaching session A student may apply for Special Consideration (via online eForm) if extenuating circumstances outside their control and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. More information about Special Consideration can be found at Special consideration information web page. If you have been granted Special Consideration, when submitting your assignment please indicate on the assignment cover sheet that it has been granted. Please note: Lodgment of an Application for Special Consideration does not automatically result in the granting of Special Consideration and students should make every effort to submit assessments as soon as practicable (if possible), even though an application has been submitted.

Writing and Presentation Literacy Minimum Standards Level 2/3 At this level, your written expression should be clear, concise and direct, free of major structural and presentational faults and, most importantly, not require any ‘deciphering’ on the part of the reader such. In other words, it can be read and understood on a first read through. Formal writing requirements-

• Complete sentences, typically with Subject Verb Object order. • Avoidance of minor sentences, sentence fragments and run-ons. • Conciseness, coherence and cohesion. • Grammatical agreement and consistency including the correct use of tense, syntax, word class and lexical

choices. • Correct and consistent spelling and punctuation. • Correct and consistent use of terminology relating to the unit that the student is writing for. • Correct use of phrases, clauses and conjunctions. • Consistency in the register appropriate for the unit that the student is writing for. • Correct use of cohesive devices linking sentences and paragraphs: including topic sentences and thesis

statements. • Use of formal structure: including introduction and conclusion. • Integrated use of quoted and paraphrased material: including meta-commentary and linking phrases.

The following site provides a good range of resources to help you develop your writing  Hub for Academic Literacy and Learning (HALL)

Academic conventions Integrated use of source material (quotes, paraphrases etc.) Accurate and consistent use of the APA referencing system Where required, your work has been submitted through Turnitin.

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Communication Research Project 101930 Autumn 2017 Learning Guide 8

Formatting and presentation Set up page for A4 not US Letter paper Use 1.5cm margins not standard margins to allow for shorter documents Use a fully blocked style with a linespace for every paragraph. No handwriting 11 point Times Roman or equivalent (as approved or direct by unit learning guide) for body text Use single line spacing or space+half line not double-spacing Page numbers and SID in footer or header Stapled (if hard copy submission) Good print quality in black ink (if hard copy submission) Cover sheet attached (if hard copy submission) Other elements:

o Accurate spelling o No text abbreviations o Do not use contractions such as “don’t” o Submit Word documents not PDF or any other format o Accurate use of APA format for in-text referencing and creation of bibliographic details

APA format is for body text and for referencing purposes. Here are examples for three different cases of online journals. Note the use of the hanging indents, no need for retrieval dates in most cases:

In BODY In REFERENCES

Journal article online: Digital Object Identifier supplied

First citation: (Almeida, Dickinson, Maybery, Badcock, & Badcock, 2010) Subsequent citations: (Almeida et al., 2010) used for 5+ authors

Almeida, R. A., Dickinson, J., Maybery, M. T., Badcock, J. C., & Badcock, D. R. (2010). Visual search performance in the autism spectrum ii: The radial frequency search task with additional segmentation cues. Neuropsychologia, 48(14), 4117-4124. http://dx.doi.org/10.1016/j.neuropsychologia.2010.10.009

Journal article online: No DOI supplied

(Anderson & Reid, 2009)

Anderson, M., & Reid, C. (2009). Don't forget about levels of explanation. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 45(4), 560-561. Retrieved from ScienceDirect.

Journal article online: No DOI supplied

(Thomas & Bosch, 2005)

Thomas, K., & Bosch, B. (2005). An exploration of the impact of chronic fatigue syndrome and implications for psychological service provision. E-Journal of Applied Psychology, 1(1), 23-40. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap/article/download/4/13

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Communication Research Project 101930 Autumn 2017 Learning Guide 9

Assessment details (incl. Criteria and Standards) Assessment 1: Annotated Bibliography (in teams) 20%  

Due Date

Week 5, Sun 26 March, 23.59 submitted to Turnitin

Aims/Objectives

• To carry out high quality research in a field of research specific to a students’ major e.g. Journalism, PR, Advertising, Media Arts, Design, Law, Education

• To propose a draft research question plus a rationale for the research • To evaluate the quality and usefulness of a variety of previous research reports, both academic and

professional • To present the summary and evaluation of the background research in the formal academic style: APA

format

Assessment Description

You will need to find a suitable collaborative partner (in class). You will be instructed on how to use the Western Sydney University library databases in order to gather a range of suitable background resources. You will complete a brief rationale of your proposed project including a draft research question and an annotated bibliography of a minimum of 8 references that relate to the area of the study and that you could use. Annotations should be about 150-250 words in length and may describe the conclusion of a study, or explain its argument. It should also state why the particular reference is useful. It is not a paraphrase of the Abstract. If your rationale, selection of references, writing or bibliographic layout is not satisfactory, you may be asked to revise and resubmit.

Assessment Requirements

Use simple memo report format. Headings are: 1.1 Rationale; 1.2 Draft Research Question; 1.3 Annotated References. Each team member is expected to produce a minimum of 8 refs and 1200 words. A model example of an annotation follows: REFERENCE #1 Merrigan, G., & Huston, C. L. (2015). Communication research methods, 3e. Oxford University Press: NY.

The new textbook, Communication Research Methods reviews the interpretive, critical, and discovery paradigms of communication research. Very few other research methods books on the market reflect actual research practice and nor provide methodological choices based on the nature of the research question, rather than ideological constraints. It is a useful source for my project because it has enlightened me about the breadth of methods available to communication research, it helps in critically evaluating a range of methods, and it informs me of the latest issues surrounding such methods as survey research, ethnographic studies and discourse analysis. The last 20% of the book however, is devoted to statistical methods of data analysis. This section appears complicated and rushed, seeming like an add-on DIY guide to number-crunching research methods. No mention is made of qualitative software such as NVivo or Leximancer thus leaving the textbook with a very North American quantitative perspective.

(exactly 150 words, describes both positive and negative aspects of the book)

Assessment Criteria

• Number of references – you must have at least 8 references per team member from a range of sources – mainly journals. Students using only Google web references will fail. More references from a range of appropriate academic and professional sources are better than fewer. Upper limit is 16 refs per team member.

• All information must be referenced using APA style conventions . • High quality references are better than low quality ones. Academic journals are much more credible than

websites. YOU MUST USE THE LIBRARY ACADEMIC DATABASES (ProQuest, Ebsco-Host etc)

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Communication Research Project 101930 Autumn 2017 Learning Guide 10

• Insight, depth and appropriateness of annotations of the references. • Rationale and draft research question demonstrate an initial understanding of how research is framed • Writing style – clarity, language choice, appropriateness, concision, punctuation, paragraphing, APA

formatting • DO NOT simply copy and paste the Library database references, they are often wrong!

Helpful Hints

The following table is a list of APA mistakes that many students do not comprehend. Additionally, the library’s databases can be used to give you the APA citation but make sure to check its accuracy because they make mistakes.

APA format uses a hanging indent to display references at the end of articles. One irritating problem is that hypertext links are automatically created in most versions of Word. You need to remove the blueness.

The three most common errors that relate to online journals in past student work have been the following:

Bertolin, J., & De Marchi, A.,Carolina Bertoletti. (2014). Evaluation of distance education through blended learning:

Comparisons and important factors for the learning process. Creative Education, 5(2), 70-74. Retrieved from http://search.proquest.com/docview/1503672521?accountid=36155

The link is a Western Sydney specific one, and is unable to be used outside of UWS, thus incorrect (the number, 36155 is the account number for WSU with ProQuest), just write “Retrieved from ProQuest.” A date is not necessary here. No blue hyperlink to be used.

Moras, S. (2001). Computer-assisted language learning (CALL) and the Internet. Retrieved Mar 14, 2013 from http://www3.telus.net/linguisticsissues/CALL.html.

This link is in blue hypertext probably from Word – hypertext is not APA approved, and the links do not work on vUWS. Remove the hypertext, make it a black URL, with no underline (Highlight, Insert menu, Add Hypertext, then Remove link) or (right-click the link, Edit, etc)

NOTE: this older reference came from the reference list of an academic paper found in ProQuest and but it does not work when the link is clicked. A date is necessary in this case because a reader cannot locate the obsolete URL, and also indicates the URL needs updating because it is too old. If possible, you should find the new URL if you want to use this particular reference.

Walsha, S., Whitea, K. & Young, R. (2008). Over-connected? A qualitative exploration of the relationship between Australian youth and their mobile phones. Journal of Adolescence, 31(2) 77–92. Retrieved from: http://www.sciencedirect.com.ezproxy.uws.edu.au/science/article/pii/S0140197107000504#

Again this is a Western Sydney specific hyperlink, which only works at WSU; note the word, “ezproxy”. Simply write “Retrieved from Science Direct” , and remove the URL in this case.

Do not blindly use the library database’s APA referencing – while they are helpful, they are often incorrect!

 

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Communication Research Project 101930 Autumn 2017 Learning Guide 11

Marking Criteria Assignment 1: Annotated Bibliography

Fail Pass High Pass Credit Distinction High Distinction

Fewer than bare minimum number of refs.

Bare minimum number of refs.

More than bare minimum refs.

More than bare minimum refs.

More than bare minimum refs.

More than bare minimum number of refs.

Too many low quality refs

Some low quality refs

Mainly high quality refs

Mainly high quality refs.

Mainly high quality refs

All high quality refs.

Too many mistakes with APA format

Some mistakes with APA format

Small number mistakes with APA

APA mainly used well

APA used well APA used perfectly

Annotations missing or too brief

Adequate annotations

Reasonably good annotations

Commendable annotations

Insightful annotations

Highly insightful annotations

Missing research question

Adequate research question

Satisfactory research question

Commendable research question

Superior research question

Innovative research question

Rationale missing or too brief

Adequate rationale

Good rationale Commendable rationale

Insightful rationale Highly insightful rationale

Poorly presented Adequately presented

Reasonably presented

Well presented Mainly professionally presented

Perfectly professionally presented

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Communication Research Project 101930 Autumn 2017 Learning Guide 12

Assessment 2: Proposal & Oral Presentation (in teams) 30%  

Due Date

Written Proposal (20%) is due Sun – 23 April 2017, 11.59pm, submitted to Turnitin.

Oral Presentations (10%) begin in class, Week 6. The presentation will be delivered in class at a date to be organised in the first two tutorials.

Copies of the team presentation PowerPoint slides must be submitted on paper on the day of the presentation to tutors in class.

Aims/Objectives

• To devise an appropriate and ‘doable’ research question that aligns with the student’s major field of study • To demonstrate knowledge and understanding of the previous academic/professional work relating to this

research question • To propose in writing the value of the research project, and its probable answers • To present a professional oral presentation of this preparatory research to a student audience • To work collaboratively with another student – modelling real life academic and professional practices.

Assessment Description

The Proposal comprises the background, the surrounding literature, the research question, project aims, methods and project value to the chosen field. You should also include a draft research instrument (such as a survey, list of interview or focus group questions). Word count is exclusive of References. The Oral Presentation is the spoken version of the proposal given to a lay student audience, together with PowerPoint slides (about 6 slides per person), graphics and videos (maximum of 90 secs per persons).

Student teams should make sure to focus on topics that are researchable, and have been researched by others. Strange, unusual or offbeat topics may seem attractive, but students will find them challenging to research because of the lack of previous study in that area.

Assessment Requirements

1. Written Proposal – describe the background, literature review, aims, method and value of the project using traditional academic research writing conventions (1200 words per team member).

Your Proposal must include the following:

1. Literature review – research what has been written around your proposed topic already, preferably from academic literature. This long section summarises the research around a given topic, and includes seminal (early) research and contemporary issues. This should be constructed in either a historical or thematic form of organisation using citations.

2. Include your research question, and possible benefits for the field. 3. Set out a properly constructed reference list of the references you have discussed in your literature

review using APA referencing conventions. 4. Include a draft research instrument such as a brief questionnaire, or list of interview or focus group

questions etc. Other methods may be used in consultation with your tutor.

2. Oral Presentation – use PowerPoint and professional presentation skills to effectively communicate your research question, methods and the relevance of this research question to your fellow students (5-6 mins per team member).

Assessment Criteria • Historical depth and relevance of background research as outlined in a literature review • Contemporary breadth and clarity of current problem/issue • Writing style – clarity, language choice, appropriateness, APA formatting, use of academic writing

conventions • Oral presentation style – coherence, delivery technique, focus

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Communication Research Project 101930 Autumn 2017 Learning Guide 13

• Use of visual support materials – PowerPoint, graphics, videos

Marking Criteria Assignment 2: Proposal & Oral Presentation 1. Written: Relevant, interesting content that is extensive and well researched. It should describe an existing academic field of research and argue to extend that field by investigating the chosen research question.

Fail Pass High Pass Credit Distinction High Distinction

Literature review contains no seminal authors, no examples of current debate or research in field, random/small number of refs.

Literature review contains no seminal authors, minimal examples of current debate in field. Little categorisation of research.

Literature review contains some evidence of current debate in field and seminal research. Adequate categories used.

Literature review contains seminal authors mentioned, good examples of current debate; well categorised.

Well-researched literature review (seminal authors + current debate); excellent categorisation.

Excellent literature review (seminal authors + current debate exhaustively covered) with many refs used. Outstanding analysis of field.

Method does not relate to research question

Method reasonably related to research question

Method relates to research question

Method well-related to research question

Method integrated with research question

Method highly integrated with research question

No draft research instruments

Draft research instruments

Satisfactory research instruments

Developed research instruments

Well developed research instruments

Highly developed research instruments

Too many mistakes with APA format

Some mistakes with APA format

Small number mistakes with APA

APA mainly used well

APA used well APA used perfectly

2. Oral: The presentation should demonstrate professional delivery standards, including extemporised speech, clear PowerPoint slides and well-chosen graphics and text. Creation of custom original videos is a useful support tool, as well as locating relevant YouTube materials.

Fail Pass High Pass Credit Distinction High Distinction

Presentation is too short

Presentation is well-timed

Presentation is well-timed

Presentation is well-timed

Presentation is well-timed

Presentation is well-timed

Presentation is read aloud

Presentation is read aloud

Presentation is read aloud

Presentation is extemporised

Presentation is extemporised

Presentation is extemporised

Poor or unclear speaking voice

Adequate speaking voice

Reasonable speaking voice

Commendable speaking voice

Excellent speaking voice

Professional speaking voice

Missing or poor use of PowerPoint

Adequate use of PowerPoint

Reasonable use of PowerPoint

Commendable use of PowerPoint

Excellent use of PowerPoint

Professional use of PowerPoint

Missing introduction and/or conclusion

Brief introduction or conclusion

Adequate introduction and conclusion

Relevant introduction and conclusion

Highly relevant introduction and conclusion

Excellent introduction and conclusion

Poor content, vague research question

Passable understanding of content area

Satisfactory understanding of content area

Above average content

Superior content Excellent content

Missing or poorly chosen videos.

Just adequate use of YouTube

Reasonable use of YouTube

Commendable choice of YouTube

Use of custom video

Excellent use of custom video

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Communication Research Project 101930 Autumn 2017 Learning Guide 14

Assessment 3: Research Report (in teams) 50%  

Due Date

Week 14, Sun 28 May, 23.59 submitted to Turnitin

Aims/Objectives

• To perform a small piece of primary research related to a students’ chosen majors • To choose appropriate method(s) to collect data effectively • To analyse the research question, and provide a research answer developed from the primary research • To write a scholarly report using academic research report conventions on the project • To demonstrate continuous engagement with unit via weekly class activities.

Assessment Description

The overall aim of this assignment is to have you familiarise yourself with a range of research within a chosen field, to develop a research question related to your major, to collect primary data and to write a scholarly report describing the outcomes of this research. All students should work in teams to undertake collaborative research.

Due to ethical constraints, the data for this project can only be obtained from fellow students, family members and close friends. No under-age (<18) people can participate in this research because of their inability to give consent. Thus, Facebook surveys should not be considered because Facebook friends are members of the general public.

Websites such as Survey Monkey cannot be used for this project because of their inherent limitations in terms of research design and data feedback. Email surveys can be used, but the suggested medium is paper distributed to classmates, friends and family.

Assessment Requirements

You need to cover the following elements in the report:

• Analyse and explain the meaning of your data using tables/graphs and exhibits in a Results section • Answer the research question in a Discussion section • Include the Introduction plus Literature Review from your earlier Proposal (you may of course add to the

literature or edit your earlier piece to reflect feedback). • Add your research question to the Introduction and outline its relevance/importance to your field of study

(your major). • Include your preferred Method from the Proposal (you may revise this): how was it used, if a survey or focus

group, how many people were interviewed, what demographics etc., what steps did you take, what were the strengths, weaknesses? What ethics guidelines were considered?

• Add References in APA format • Each student should individually add their individual Appendix comprising their own weekly class activities.

Use a screenshot of the exercise so it can obtain maximum marks, and add a Contents page at the beginning.

Assessment Criteria

The report should strongly resemble existing research reports used in current academic journals (but shorter). Thus, the remaining essential parts of the report: Results, Discussion, and References should be submitted along with the previous Proposal (which may be revised). Minimum length is 1200 words (per team member), and does not include previous Introduction, Method, References, tables, graphs and Appendices in word count. Individually authored (named) Appendices (worth 10%) of class exercises should also be attached at the end of the Report. For individual reports, the word length is 2,000 words (minimum), and should comprise one report with one Appendix.

NOTE: Appendix items are time critical - they need to be submitted within 2 weeks of the relevant week they are first displayed on vUWS. Each exercise should be submitted to the Research Lab under a student’s own space. In 2016, the students who failed the unit did not submit a passing Appendix.

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Communication Research Project 101930 Autumn 2017 Learning Guide 15

Marking Criteria Marking Criteria for Assignment 3: Research Report (unit learning outcomes 1,2,3,4,5)

Fail Pass High Pass Credit Distinction High Distinction

1. Research

You have not undertaken any real research and relied entirely on your own opinion.

Bare minimum amount of research. Majority of your evaluation is based on your own opinion.

Reasonable amount of research. You are still relying too much on your own opinion.

Above average use of research overall. Some small areas need improvement.

Excellent very well executed research. Range of excellent sources, methods, clearly described and discussed results.

Outstanding and very well executed research. Excellent sources and methods. Professionally described and discussed results.

2. Analysis

Your results are either missing, inadequate or completely inappropriate to your topic

Your analysis is basic and your results are mostly general and a little simplistic.

You note some interesting points in your analysis and although your results, a little basic.

Your analysis is detailed and your recommendations are based on a sound use of methods & data.

Excellent analysis that is detailed and demonstrates well developed insight into the problem.

Outstanding analysis worthy of publication showing creative insight and innovative ideas.

Use of tables and graphs is non-existent

Uses too many graphs, too few tables. Poor choice of graphs such as pie charts

Reasonable use of tables/graphs

Commendable use of tables/graphs

Superior use of tables/graphs

Outstanding use of tables/graphs

Does not explain findings

Describes findings but does not attempt to explain findings.

Describes and attempts to explain findings

Findings are described and reasonably explained

Findings described and well explained

Outstanding description and explanations of findings

Missing Discussion/Conclusion

Brief Discussion/ Conclusion

Average Discussion/ Conclusion

Commendable Discussion/ Conclusion

Superior Discussion/ Conclusion

Outstanding Discussion/ Conclusion

3. Organisation and Writing

Missing sections, too little information. Poor use of research report format.

Organisation and writing is basic. Probable problems with research report format.

Good organisation and writing but room for improvement

Commendable - report format is good and your writing is clear & mostly error free.

Excellent organisation and writing. Close to professional standard.

Outstanding organisation and writing. Professional standard.

Too many mistakes with APA format

Some mistakes with APA format

Small number mistakes with APA

APA mainly used well

APA used well APA used perfectly

4. Appendix

Missing or small number of class activities

Adequate number and quality of activities

Good number and quality of activities

Commendable number and quality of activities

Nearly all class activities. Substantive answers.

All class activities included. Substantive answers.

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Communication Research Project 101930 Autumn 2017 Learning Guide 16

Learning Resource Information Prescribed Text There is no prescribed text for this unit. Essential Texts Archee, R. & Gurney, M. (2013). Communicating as professionals. Cengage: Melbourne. Berger, A. (2014). Media and communication research methods: An introduction to qualitative and quantitative

approaches (3rd ed.) Thousand Oaks: SAGE Publications. Bucy, E. P., & Holbert, R. L. (2011). The sourcebook for political communication research: Methods, measures, and

analytical techniques. New York: Routledge. Carbaugh, D. A., & Buzzanell, P. M. (2010). Distinctive qualities in communication research. New York: Routledge. Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research project (2nd ed.)

Thousand Oaks, Calif.: Sage Publications. Jenks, C. J. (2011). Transcribing talk and interaction issues in the representation of communication data. Amsterdam: John Benjamins Pub. Co. Jensen, K. B. (2012). A handbook of media and communication research: Qualitative and quantitative

methodologies (2nd ed.). Abingdon, Oxon: Routledge Mitchell, C. (2011). Doing visual research. Los Angeles, Calif.; London: SAGE. Poynter, R. (2010). The handbook of online and social media research: Tools and techniques for market

researchers. New York: Wiley. Priest, S. (2010). Doing media research: An introduction (2nd ed.). Los Angeles: Sage. Rappaport, S. D. (2011). Listen first! turning social media conversations into business advantage. Hoboken, N.J.:

John Wiley & Sons. Silverman, D. (2013). Doing qualitative research (4th ed.). London; Thousand Oaks, California: SAGE. Stebbins, L. F. (2006). Student guide to research in the digital age how to locate and evaluate information sources.

Westport, Conn.: Libraries Unlimited. Tensen, B. L. (2013). Research strategies for a digital age (4th ed.). Boston, MA: Wadsworth, Cengage Learning. Troia, G. A., Shankland, R. K., & Heintz, A. (2010). Putting writing research into practice. New York: Guilford Press. Wang, G. (2011). De-westernizing communication research: Altering questions and changing frameworks. Milton

Park, Abingdon, Oxon: Routledge. Wimmer, R. D., & Dominick, J. R. (2014). Mass media research: An introduction (10th ed.). Boston, Mass.:

Wadsworth. Additional Texts

See unit website for additional references Use of vUWS vUWS is an essential component of this unit. It is used for resources (e.g. workshop slides, videos with client material, music, and communication, including discussions (e.g. on assessments and tutorials) and announcements. Students are expected to login to the unit’s vUWS site at least weekly. Key Weblinks See unit website for additional references Literacy Resources Links to academic literacy resources are available on vUWS or the unit website. Referencing Requirements Use American Psychological Association (APA) system of referencing. Referencing and assignment writing resources are provided in vUWS and will be discussed in tutorials

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Communication Research Project 101930 Autumn 2017 Learning Guide 17

Links to Key Western Sydney University Policies and Information Affecting Students Key Policies and Information Affecting Students

Policies

Student Support Student Support

Course and Unit Rules Course and unit rules

Western Sydney University Handbook

Western Sydney University handbook

Current Students Western Sydney University Students web page

Student Administration Student Central

Forms Student Forms and Student Online Forms

E-learning Support Site E-Learning Student Support Site and vUWS Information for Students.

School Policy for vUWS use: Courtesy and Respect Online In the interests of promoting the welfare and safety of students and staff at Western Sydney University, 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 University of Western Sydney. 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 other’s 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 Student Misconduct Rule. Your unit coordinator, lecturer or tutor will provide more detailed guidelines for the appropriate use of vUWS in your unit.

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Communication Research Project 101930 Autumn 2017 Learning Guide 18

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 Student Misconduct Rule in its entirety.

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Communication Research Project 101930 Autumn 2017 Learning Guide 19

SCHOOL OF HUMANITES AND COMMUNICATION ARTS

ASSIGNMENT COVER SHEET

STUDENT DETAILS

Student name: Student ID number:

UNIT AND TUTORIAL DETAILS

Unit name: Unit number:

Tutorial group: Tutorial day and time:

Lecturer or Tutor name:

ASSIGNMENT DETAILS

Title:

Length: Due date: Date submitted:

Home campus (where you are enrolled):

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.

I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit.

No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.

I am aware that this work will 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).

Student’s signature:

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