Students in groups of 2 or 3 (based on the numbers in tutorial classes) will take the lead in conducting the tutorial class. This would mean explaining and exploring the concepts dealt with in the week’s Readings, critically examining issues raised in the lecture and in the context of the countries specified as case studies for the week. (The countries whose policies have to be explored every week will be available on ilearn at the start of semester).

ALL STUDENTS ARE REQUESTED TO CHECK ILEARN REGULARLY.

Group members will divide amongst themselves the tasks that cover explanation of the concepts and the extension of the concepts to the countries. For example, in Week 3 the group that chooses to ‘lead the class’ is required to explore the effects of end of Cold War on media and communications policies in the countries specified.

The total time allotted is 30-35 minutes including 10 minutes allotted for questions and answers/class activity designed by the group to enhance understanding of the concepts. Marking rubrics will be available in ilearn. Failure to present on an agreed date will result in an 'F' grade unless special consideration has been applied for prior to date of presentation with supporting documentation and according to University guidelines and granted by the tutor/convenor. It is the student’s responsibility to be in contact with other members of the group and arrange to work together. Tutors will not be able to provide contact details.

The following criteria will be used for grading:

1. Content, both relating to the issue dealt with in the week and the way in which it is been extended to the countries specified. Clarity is an important component. Credibiltiy of the source on which arguments are based and citation in slides will be taken into account. Online references from Wikipedia and Youtube clips will not be considered highly. The suggested referencing format is Harvard. Consistency in referencing is required.

2. Original research: critical evaluation of contemporary media content. The analysis  must be based on more than easily available youtube clips and online sources and reveal critical thought.

3. Manner of presentation: creative delivery, clear expression, performance in allotted time.  A very short presentation will be marked down as also one that exceeds time.

4. Methods to involve class participation. This may take the form of discussion questions, debates, quizzes or any other activity that stimulates thought. Emphasis is on contribution to learning.

The 20 per cent will be divided thus: 10 per cent common to members of the group and 10 per cent that depends on individual performance. Of the above, members will be graded individually on points 3 and 4.

The aim of the tests is to ensure that the concepts dealt with in the readings and the lectures have been understood adequately to facilitate application in the final essay. Students will be expected to define, explain theories and concepts drawn from both the week’s ‘Readings’ and the lectures. Tests may contain multiple questions or questions requiring short answers in 100-150 words or both. Four or 5 such tests will be held at the discretion of the tutor in the tutorial time after the presentations. Each test will be for a total of 10 marks. The best 3 performances will be added up to make up the 30 marks.  The total marks for this assessment is 30 per cent which means that if a student attends less than three tests, the marks for the missed tests will be taken as zero. Owing to the nature of the assessment, requests for alternate arrangements or extra tests are not possible.

THIS IS A PEER ASSESSMENT EXERCISE aimed at developing students' autonomy, maturity and critical abilities. The answer sheets (that will contain student numbers and not names) will be marked by fellow students in the tutorial class based on a marking scheme made available in class. Each paper will be marked by at least 3 other students who give their feedback on the performance.

Select any ONE of the following questions to answer in 2500 words:

1. Identify an important international event or issue (since January 2014) which has been covered in detail by a range of media outlets in different countries. Select two different versions of the same event/issue (from two different countries) and explore content in the context of the media policies in the countries. This will require you to have an understanding of the political and social issues of the countries in the historical and contemporary contexts and the ways in which they have impacted upon media functioning and policies. The analysis must take into account at least three concepts dealt with in the Readings as also scholarly work on the media environments and policies in the countries.
2. In light of academic debates surrounding global media and new technologies and recent events relating to employment of new technologies on a global level (e.g., Assange, Snowden) evaluate the concept of ‘free media’. Does access to information equate to freedom of expression? This requires exploration of new technologies in the context of at least three concepts from the Readings. The question deals with global media, and not national or regional/local media. However, national or regional policies in particular countries that affect global information flow may be explored.
3. The CNN theory states that television has usurped the function of governments in setting the agenda as also taking a lead in dictating international relations.  Explore the role played by global television in representations of conflicts and evaluate the consequences in the context of at least three concepts from the Readings (for e.g., media’s role in hegemonisation, international relations, cultural representations). The conflicts must be international (in other words must have repercussions for a large region) in which television has played an important role.
4. You can develop your own research, but you must have devised a question, and this question must be appraised by the convenor (Dr Maya Ranganathan) prior to Week 8. The answers must reflect unit content and also wider scholarly reading.  

The research essay must be constructed and presented in an academic format (arguments within a theoretical framework, background and with references). Research essay is to reflect critical understanding and reading and incorporate concepts beyond those used in ‘lead the class’ exercise. It must meet the requirements of a 300-level unit and a capstone. Marking rubric will be uploaded to ilearn.

The essay will be graded using the following criteria:

1. Argument and substantiation: clear understanding of the concepts, original research, appropriate citation and examples. Clarity is an important component. This refers to more than grammatically correct language.

2. Coherence and organisation: precision and interconnectedness of theory, concept and analysis. The concepts must be extended to the argument and exploration of issues.

3. Style and grammar: Clear language without spelling mistakes and grammatical errors.

Late submission will involve a penalty of 2 per cent per day, including weekend and holidays, unless prior approval is sought through special consideration applied for online with supporting documentation and according to University requirements.

Students in the class are expected to not only listen attentively (texting and social networking activity will be noted by tutors) to ‘lead the class’ but also participate in discussions. Marks for participation will be decided based on meaningful contributions to class discussions that reflect reading and research. Marks cannot be claimed for mere attendance. To be able to effectively participate in class discussions students are expected to attend 80 per cent of the tutorials and be familiar with the lectures before attending the tutorials. Absence from more than 3 classes has to be supported by documentation handed over to the Tutor not later than a week from date of absence.