|
英国论文指导-News and Features Production（英国新闻学课程论文）
论文题目：Reflective report
论文语种：英文
您的研究方向：新闻
是否有数据处理要求：否
您的国家：英国
您的学校背景：一般
要求字数：1500
论文用途：本科课程论文 BA Assignment
是否需要盲审（博士或硕士生有这个需要）：
补充要求和说明：DIARY我自己写好了
ASSESSMENT 331 MC
News and Features Production (3) Team Project
Part a: Group project – Newspaper/magazine. This will constitute 30% of mark.
News Day – 18 November 2008.
Part b: Portfolio of articles submitted weekly. You select the six best examples of your work, including hard news stories and interviews.
Each article must have earlier been submitted online. Each article in the hard copy print-out for the portfolio must be accompanied by a very brief note identifying sources used and any other relevant details (40%). Hand in December 4 2008.
Part c: Diary (5%); work record with at least one own article and an edited piece for team project; together with Reflective report, 1,500 words (25%). HAND IN January 8 2009.
GUIDELINES FOR ASSESSMENT Group Practical Coursework
The product: All students will work weekly as a team to produce a news magazine, the climax being the News Day in teaching week 8. Staff will monitor attendance and participation of students assessable on the group project.
Core Roles/Posts: Students are encouraged to carry out roles, e.g. Editing or Subbing: Feature Editor, Feature Subeditors, News Editor, Sports Editor, Writing: Editorial, Columnists (e.g. Agony Aunt, Humour, Travel, etc), Feature Writers, News Reporters, Sport Reporters/Writers. Each student is encouraged to multi-task, taking at least a writing role and a subbing/editing role.
Additional/Supportive Roles: Inevitably, a magazine needs photos so the ME/MD and/or individual editors will need to source pictures, perhaps by establishing a Photographic Section within the Editorial Department. (Photographic sourcing and selection is normally part of editorial duties). Students taking this module may volunteer to carry out these additional roles but considerations of workload and expertise may necessitate the sourcing of such services from outside the module team. Remember the quality and quantity http://www.ukassignment.org/ygkczy/ of pictorial and advertising content as well as sales figures determine the overall success of a publication. However, assessment of the magazine will be heavily based on the core editorial tasks – including the overall quality of textual content (writing and subbing) as well as layout of specific pages and strategic packaging of the entire magazine.
Hand-in procedure & responsibility: The Editors shall hand-in a soft copy (on a CD or some other acceptable mass storage device) and at least one laser-printed copy of the magazine by 3.00pm on Tuesday November 25. No more writing, layout or editing work shall be done on the magazine by students after that date. Only printing arrangements are allowed at this stage.
GUIDELINES FOR ASSESSMENT 1 Part b – Individual Practical Coursework
The diary should include entries documenting all activities students undertake for the magazine project.
The work record should contain at least ONE article written by the candidate, and at least ONE manually edited article or one displaying tracked changes – or ‘stoned’ page. The own-article may be news, news-feature, feature, commentary or some other type as agreed by the editorial team. The edited article should be somebody else’s. Where an electronically edited article is included, evidence of editing should be exhibited by attaching the original piece. Neither needs to have been published in the magazine, given that some stories get ‘spiked’.
The reflection piece should show clear linkage of your practical work with the module’s learning objectives. (See guidelines below)
REFLECTIVE WRITING (adapted from Jenny Moon’s ‘Generic Framework’[ Jenny Moon of the University of Exeter is the author of A Handbook of Reflective and Experiential Learning, London: RoutledgeFalmer (2004) and Reflection in Learning and Professional Development, London: Kogan Page (1999). This material was accessed through Alan Mortiboys, Head of Education Development, University of Central England. ])
What does it involve?
Describes experience, in as much detail as is relevant, BUT goes beyond a descriptive account of the experience to show or include:
analysis of the experience;
‘
standing back’ from the experience, i.e. self-questioning and willingness to recognise the overall effect of the an experience on self; mulling over material;
exploration of motives http://www.ukassignment.org/ygkczy/ or reasons for one’s actions, behaviours or decisions; willingness to be critical of the views or actions of self or others;
recognising the experience as one in which learning can be gained or has occurred; points for learning are noted.
additional information or ideas from outside the experience; recognition of the influence of prior experience, thoughts (own and others’).
accentuation of particular aspects of the experience;
recognition that experiences exist in a context (historical, social, professional, etc); that things might look differently from other perspectives; that views can change with time or the emotional (or intellectual) state; existence of several alternative points of view acknowledged and analysed.
recognition of the influence of frames of reference with effective links to issues on quality of personal judgement; that frame of reference can change, for instance due to acquisition of new information, review of ideas and the effect of time passing.
Some questions to ask or areas to reflect on:[ Adapted from Alan Mortiboys’ handout, Vehicles for Reflection in his ‘Learning Through Reflection’ session courtesy of the Centre for Academic Standards and Quality at the Nottingham Trent University, 7th Dec 2004.]
Description: What happened? What did I (or we) do?
Theories/values: Did I (we) apply any relevant theories or values?
Feelings: What were my (our) reactions and feelings?
Evaluation: What was good/bad about me/us or the work? (value judgements)
Analysis: How do I make sense of what I (we) did? (bring in external ideas)
Conclusions (general): What can be concluded from the work and analysis?
Conclusions (specific): What can I conclude about my specific, unique, personal way of working? How have I changed since starting the task?
Personal action plans: What will I do differently in a similar situation next time? What steps would I take on the basis of what I have learnt?
How it all fits in your studies for this module
The purpose is for you to use reflection to make sense of tasks you do, thereby generate knowledge and acquire skills linked to module learning objectives.
Note that whereas you are discouraged from ‘personalising’ your academic writing, reflection inevitably leads to the use of the first person pronoun ‘I’.
The idea is to deepen your learning process rather than teach you reflection.
|
