Creativity and disciplinary understanding Strategy for communicatingideas and conceptsrevealsimagination, flair, orperspectives drawnfrom other units oroutside interests.Selection andapproach toexamples areinnovative and original, deployingawareness of analytical strengthsand limitations. Concepts deployedexplore the politicsof Cultural Studies. Clear evidence of having thoughtcarefully about a strategy for communicating,and the disciplinarypolitics attached tothe conceptsexplored.Examples areinnovative and/oreffectivelydeveloped,normally withoutextensive relianceprimarily/only onlecture materials.

Research/ Analysis Identifies andeffectively usesappropriate sourcesand critical material,including some found independently of tutor or lecturer’s help. May use a number of sources. Shows an understanding of the differences and similarities between the sources used. Identifies andeffectively usesappropriatesources, materialand concepts.Demonstrates effort to move beyond texts set for class. Communication/ Referencing Dynamically written. Well proofread andfluently written – apleasure to read.Full and accuratereferencing in textand bibliography.Powerful/effectiveand selective use ofteaching resources,where appropriate. Fluently writtenand well proofreadwith somevariation betweentexts and ideasdrawn on. Full and accuratereferencing.Effective use ofteachingresources, whereappropriate.

High distinction (85- 100) Distinction (75-84) Coherence and argument ¬ Demonstrates a clear understanding of the notion of visual/ sensoryculture studies, and links to related or contrasting concepts. Examples used clearly and effectively link to this central idea, and may address wider debates. Examples may be linked together to develop secondary arguments. Demonstrates a clearunderstanding of the notion of visual/sensory culture studies, and may link this idea to related or contrasting concepts and arguments. Examples used clearly and effectively link to this central idea.

Students are responsible for their learning and are expected to: • actively engage with assessment tasks, including carefully reading the guidance provided, understanding criteria, spending sufficient time on the task and submitting work on time; • Read, reflect and act on feedback provided; • Actively engage in activities designed to develop assessment literacy, including taking the initiative where appropriate (e.g. seeking clarification or advice, negotiating learning contracts, developing grading criteria and rubrics); • Provide constructive feedback on assessment processes and tasks through student feedback mechanisms (e.g. student surveys, suggestions for future offerings, student representation on committees); • Ensure that their work is their own; and • Be familiar with University policy and faculty procedures and act in accordance with those policy and procedures.

Students will be able to access the standards expected and examples of relevant and related assessment tasks via iLearn (Assessment Section). All essays should include evidence of wide reading and significant independent research. Your essay should refer to AT LEAST: • one reading from the course readings, including those mentioned in your specific essay question. one academic source from beyond the course readings. Should be an article from an academic peer-reviewed journal, preferably from the discipline of Media/Cultural Studies. • one academic source from either the course readings, or from your own independent research. • Use consistent referencing style (Harvard/APA/MLA) Broader reading within the disciplines of media, communications and cultural studies will be highly valued. All essays should include a reference list with full bibliographic details of all sources referred to in the essay, and in-text referencing. We expect you to use the Harvard or author-date referencing style. Further information about how to use this style is included on the library website under 'Harvard Style'.