DUE April 19, 2025 (11:59pm, EST)
10% | 100 Points
This assignment is designed to help you develop your skills in evaluating mass media content by analyzing a different types of media messages. Choose one of the below topics, and respond to it with as much depth of thought as possible. Be sure to demonstrate that you have been studying the appropriate lesson(s), lessons applicable to the topic. Be sure to cite (quotes and/or phrases) the work that you are analyzing. Be sure to provide complete source information. The format of your response may be any one of the following:
- a 1000-1500 word essay
- a 3-5 minute video (in which you talk and/or show items, such as images, quotes, charts, graphs, etc.)
- a 30-50 slide print presentation (made with Google Slides, MS PowerPoint, or something similar, that combines printed words with images, quotes, charts, graphs, etc.)
TOPICS:
- In a 1990s episode of Star Trek: Next Generation, a court hearing is held to determine whether or not the android, Data, is a sentient being or a piece of property. Here is an excerpt from that episode:
Of course, this discussion of beings as property touches upon the much older issues surrounding the enslavement of human beings, but it also addresses the age-old exploration of what defines humans as human. Often, the definition surrounds what humans feel and think, but also what they create. Consider the legalities and/or ethics of A.I. created works. Required: In addition to making use of Roose’s article, you must also make use of at least five sources from the case study Artificial Intelligence and any lessons covered thus far that are applicable to this analysis (for example, you could use two sources from the “Artificial Intelligence” case study and three sources found in the lessons); that’s a total of six works. - Consider contemporary media in terms of representation (Unit Three—Diversity, Equity, and Inclusion | Lesson 1—Media and Representation) and inclusion (Unit Three—Diversity, Equity, and Inclusion | Lesson 2—Media and Inclusion). Select an issue: racism, sexism, sexuality, gender identity, (dis)ability and discuss how that is or is not an issue in contemporary media. Required: In making this argument, you must make use of at least six sources from these lesson pages (for example: three from Unit Three, Lesson 1 and three from Unit Three, Lesson 2).
- In the article, The Inclusion Imperative: Why Media Matters, Shelley Zalis argues, “Today’s consumers are very savvy, and token attempts at inclusion won’t cut it.” What does she mean? What’s the support for her argument, and what does she propose doing to address this advertising issue? Do you agree? Why or why not? Required: In addition to citing Zalis’ article, make use of at least five sources found in any of the lessons covered thus far; that’s a total of six works.
- Consider the two mini-case studies in Unit Three—Diversity, Equity, and Inclusion | Lesson 3—Media, Political Activism and Protest. These events happened in February and March of this year. What do these two case studies tell you about the power of media over political activism and protest? Required: Make use of at least six sources found in any of the lessons covered thus far.
How to Submit Your Work to Me
You have several options:
- Via KSU Google Document (see “How to Use KSU Google”).
- As a well composed email (sent to clrobins@kent.edu).
- As a document (PDF or a word processor document) attached to an email sent to me (clrobins@kent.edu”).
Once I have received an email–either with the assignment attached or with notification that you have shared it with me–I will send you confirmation of receipt for that assignment, usually within 48 hours of receipt.
How Your Work Will Be Evaluated
Your assignment will be evaluated for clarity of thought expressed, and it must be thorough—fully responding to the topic. It must demonstrate critical thinking skills, particularly as they are tailored to the communication parameters of the medium/media under analysis (media literacy skills).
RUBRIC
An A level assignment follows the assignment directions fully. It responds to the chosen topic fully, with demonstrated depth of thought and logic. The communication is coherent (clear images, complete sentences,…). The communication has a professional tone. The assignment demonstrates having gone through the lesson(s), as well as having thought deeply about the content of what is being taught.
A B level assignment follows the assignment directions fully. It responds to the chosen topic fully, with some demonstrated depth of thought and/or some logic. The communication is mostly coherent (clear images, complete sentences,…). The communication has a professional tone. The assignment demonstrates having gone through the lesson(s), as well as having thought considerably about the content of what is being taught.
A C level assignment mostly follows the assignment directions, but not completely. It responds to the chosen topic, there is not much demonstrated depth of thought and/or logic (the depth of thought is weak or vague). The communication is mostly coherent (clear images, complete sentences,…). The communication has a mostly professional tone. The assignment demonstrates having gone through the lesson(s), but not much more (not much thought put into it).
A D level assignment barely follows the assignment directions. It responds to the chosen topic, but the depth of thought is weak or vague, and it might wander off topic. The communication is sometimes incoherent, difficult to follow. The communication may or may not have a professional tone. The assignment does not demonstrate a lot of thought or having gone through the lesson(s).
An F level essay doesn’t really follow the assignment directions. It fails to respond to the chosen topic in any sort of coherent and meaningful way. Communication is mostly gobbledygook.
