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Specifications for the paper:
Length/Spacing: 5—8 pages of text; doubled-spaced. (Not including title page, references section, tables, figures, graphs, etc.). No abstract needed.
Style format: Use APA unless another style is approved by the professor.
Font: Arial, Helvetica, Calibri, or Times New Roman. Use 12 point size.
Margins: One-inch all around the page.
Other Required Elements:
• Title page (Try to think of an interesting, meaningful title)
• Citations in the text to sources listed in the References section
• References section (also known as: Works Cited or References)
• Running heads on upper right corner of each page (e.g., “Smith, p. 1”)
Optional Elements:
• Tables, figures, graphs – but include only if the information adds real value to the paper.
Sources:
A minimum of 5 high-quality research sources must be used, not counting MAS 101 readings. High-quality sources include: Books, trade periodicals, academic journals, and reputable journalism outlets. Dictionaries, encyclopedias, promotional Web sites, data bases, and blogs, are not high-quality sources and may not be included in the basic set of 6 sources.
Warnings, Cautions, Advice:
• Prepare early and don’t fall behind in the process. For best results (trust me on this one), write a first draft and then revise it at least once.
• Cite research sources accurately. This paper, like all work in MAS 101, must conform to the Academic Integrity policy described in the course syllabus.
• Before submitting the paper, save an electronic copy of the document.
Grading rubric:
• Adherence to the assignment goals and other specifications listed in this document
• Competent grammar, spelling, punctuation, word/phrase usage, and style of the writing
• Good organization and flow of the paper’s elements
• Sufficiency and quality of your research
• Logical and justified arguments
• Insight and creativity in the development of ideas
OVERVIEW OF THE CRITICAL MEDIA ANALYSIS
The Critical Media Analysis paper you’ll write is an exercise in media literacy. According to the authors of your text, “Developing media literacy – that is, attaining an understanding of mass media and how they construct meaning – requires following a critical process that takes us through the steps of description, analysis, interpretation, evaluation, and engagement (see “Media Literacy and the Critical Process’ on pp. 32-33). We will be aided in the critical process by keeping an open mind, trying to understand specific cultural forms we are critiquing, and acknowledging the complexity of contemporary culture” (p. 31).
Exploring Social Representation in the Media
Your critical media analysis will focus on social representation and “diversity” in the media. What is diversity? The Magazine Publishers of America has defined diversity in the following way: (the definition also applies to the electronic media and film)
In its broadest context, diversity is defined as recognizing, appreciating, valuing, and utilizing the unique talents and contributions of all individuals regardless of age, career experience, color, communication style, culture, disability, educational level or background, employee status, ethnicity, family status, function, gender, language, management style, marital status, national origin, organizational level, parental status, physical appearance, race, regional origin, religion, sexual orientation, thinking style, speed or learning and comprehension, etc.
This is a very important subject for a host of reasons. First, there is a legacy of prejudice and discrimination in the United States with respect to many groups of people. Unfortunately, the unequal treatment of certain groups persists in today’s society, despite the enactment of laws and policies designed to eliminate it.
Second, the United States continues to evolve into a multicultural nation. In this context, it is vital that the founding principles of our democracy be afforded to all people, regardless of their country of origin, personal beliefs, or life style. It is also vital that we learn to live peacefully with one another.
The ability of the media to define social reality – who has power and who doesn’t; who is attractive and who isn’t; who is valued and who isn’t – should not be underestimated. Most media companies are in the business of attracting audiences, and sometimes they do this by relying on stereotypes that belittle or distort an entire category of people. But we also see encouraging signs that some in the media industries are genuinely interested in achieving greater inclusiveness and diversity in the social representations they create.
For this critical media analysis, assess the degree and kind of social representation and diversity of a specific type of media content with respect to one of the following categories:
age
family
religion
occupation
gender
physical appearance
sexual orientation
disability
marital status
race
ethnicity
national origin
[Note – Talk to me if you want to study a category not on this list.]
Consider the advice provided in the “Developing your Topic” slides (included in the folder under Assignments). Be sure to focus your project on one particular group within that category – for example, Native Americans (from the ethnicity category); teenage girls (from the gender/age categories); single parents (from family); police, criminals, gangsters, lawyers, or politicians (from occupation). Also, be sure to specify a type of media content – for example, motion pictures; prime-time TV; celebrity web sites; televised sports (or, perhaps, a specific sport).
Try to follow the “critical process” as it is explicated in pp. 30-35 and 577-583 of your textbook, Media & Culture (9th edition).
Organize your paper according to the following structure, addressing many (but not necessarily all) of the questions shown:
• Introduce – and justify – your study. This section aids the reader in understanding the objectives of this analysis. Why is this [social group] a legitimate focus for study? Why is [type of media content] chosen for examining portrayals of [social group]? What is at stake in carrying out this study? Often, it is helpful to craft a thesis statement as part of your introduction.
• Describe the historical background of your subject, using reputable sources. Has [social group] been the object of discrimination or devaluation in society? Or, on the other hand, is [social group] a privileged, highly esteemed, and/or sought-after group in society? What is the history of representations of [social group] in [type of media content]? If these portrayals have shifted course over time, how and why did the changes occur? Are there any events, controversies, or debates that brought issues concerning the media’s portrayal of [social group] to the forefront of the public’s attention?
• What is the current status of media representations for [social group]? Does the diversity of media representations for [social group] resemble the diversity of this group in the “real world”? Is it necessary or relevant for the media – especially the specific type of media content you’ve chosen – to try to achieve a diverse range of images of this group? If [social group] was the object of stereotyping in the past, would you say that progress has been made more recently? Again, try to find reputable sources of information to describe the current picture of media portrayals. Ideally, you’ll locate both qualitative and quantitative data concerning the above areas.
• Then, identify, describe, and evaluate at least three key cases of diversity (or lack thereof) in [type of media content]? Justify your choices. Describe the cases thoroughly and accurately. Set forth your criteria for interpreting and evaluating the cases. For example, if you decide that one or more of the cases show positive treatment of [social group], be sure to indicate how you define “positive” and “negative” portrayals, and the specific dimensions used in making these judgments of media content. Once more, it is very helpful to find one or more published sources for deriving and applying these criteria – rather than relying on your subjective impressions.
• Discuss the real-world consequences, if any, of the patterns you’ve found. For example: Are there ethical consequences, especially in terms of issues of fairness and avoidance of harm? Is there evidence that people are influenced by the patterns you’ve analyzed? If so, who? And what sort of influence? Is it possible that different audiences interpret these media portrayals differently?
• Summarize your findings and your position on this subject. Then, move to the Engagement stage. What should you do with the analysis and insights you’ve produced? What should others do? What actions do you recommend now and in the future? How realistic are your recommendations?