50129 News and Current Affairs

Each group needs to produce following three documents and post them into UTS Online:

1. A one-page reading guide: this will include at least three suggestions to students on what to look for when they read the set readings for the week, and a couple of questions directly related to the issues to be discussed in class. This document is to be posted into UTS Online one week prior to the class.
2. A case study: the group should identify a case study from recent professional or scholarly sources that is suitable to extend the class discussion on the topic, and prepare a one-page overview highlighting three key points of the case study that will be discussed in class. This case study overview is to be posted into UTS Online on the day of the class.
3. A discussion synthesis: Following the facilitation, the group is to produce a synthesis of the discussion outcomes. This will include the key points raised in the discussion, an appraisal of the weaknesses and strengths of the ideas/arguments presented, and a couple of new questions for further study. This synthesis is to be posted into UTS Online within one week of the class.

These documents may be produced individually or collectively by group members, and expected to be posted on time. Should a group face difficulty in meeting this requirement, the tutor should be informed. Any unauthorised late posting may attract academic penalty.

• Research skills: demonstrated capacity for systematic reading and reflection that leads to an appropriate selection of research materials related to the set topic as evidenced in the identification of relevant ideas, categories, arguments or insights for class discussion, case study and critical reflection in the post-class synthesis.
• Critical analysis: demonstrated capacity for systematic reflection about and scrutiny of the strengths and weaknesses of ideas and arguments as evidenced in the quality of the class discussion and written work posted into UTS Online.
• Effective communication: demonstrated capacity to clearly and effectively communicate ideas as evidenced in the quality of tutorial leaders' engagement with other students in consideration of the strengths and weaknesses of the ideas canvassed.

1. Each student is to find a topic related to current affairs/contemporary development.
2. Develop a question that is highly relevant to the topic, and get approval from the tutor.
3. Find at least eight resources from various sources (two academic, two professional and four contemporary news media) which are necessary and helpful in examining the question, and post them in designated e-portfolio area in UTS Online.
4. Prepare and post a 1200-word analysis of these resources by offering critical evaluation of them highlighting how these resources may help examine the question.

1. Australia's position in international news and current affairs (example: new Rudd foreign policy initiative: How this is being perceived and portrayed in news media both in Australia and elsewhere? Does that portrayal help us understand the way politicians try to put forward their agenda in news media? In reporting this issue, do journalists accept unquestionably or examine critically the agenda forwarded by the politicians? Through an examination of this issue, what do we learn about the relationship between politicians and the journalists?).
2. The coverage of soaring food and oil prices in international markets (Why the prices are going up all over the world? What according to media content are the reasons for such price spiral? Do you think the reasons are logical and plausible? Are there any differences in the ways this issue is reported in different countries? If yes, how can we explain such differences? Do ideas related to cultural differences help explain it?)
3. Recent Mars exploration (How this important scientific development is being reported in media? How such reporting helps or hinders us from fully appreciating the significance of this development? Do you think journalists are adequately examining the scientific assertions in relation to these events?).
4. Sydney transport problems (this has been an issue for quite a while; How news organisations covering this topic? Are they taking any side, and pursuing any particular agenda? How the issues of public interest and local politics are related to the reporting of this problem?).

• Research skills: demonstrated capacity for systematic reading and reflection that leads to an appropriate selection of research materials related to the set topic as evidenced in the identification of relevant ideas, categories, arguments or insights for class discussion, case study and critical reflection in the post-class synthesis.
• Critical analysis: demonstrated capacity for systematic reflection about and scrutiny of the strengths and weaknesses of ideas and arguments as evidenced in the quality of the class discussion and written work posted into UTS Online.
• Effective communication: demonstrated capacity to clearly and effectively communicate ideas as evidenced in the quality of tutorial leaders' engagement with other students in consideration of the strengths and weaknesses of the ideas canvassed.

The essay needs to be well-researched and well-argued. Clear statements about the argument and the way evidence support the argument are integral parts of a scholarly essay. Effective and appropriate use of the set and additional readings, and other resources/materials utilised in the subject will also be appreciated.

• an introduction responding directly to the essay question
• a central proposition outlining the main argument developed in the essay
• a series of claims supported by evidences that develop your central proposition
• critical examination of the supporting as well as opposing viewpoints
• a conclusion nicely rounding the whole discussion; and
• a bibliography [Harvard (UTS) style/alphabetic order/page numbers in in-text citations]

1. Environmental reporting:

   Examine the coverage of the Garnaut Climate Change Review (draft report released 4 July 2008, final report due by 30 September 2008) in the context of debate surrounding journalistic principles and practices in relation to environmental reporting. Analyse the coverage from the standpoint of research and scholarly thinking about news production. Some people have suggested that environmental journalism should be advocacy reporting. Do you agree, and why? If not, what approach would you take to environmental reporting, and why?

   [One important resource: http://www.garnautreview.org.au/ CA25734E0016A131/ pages/ home]

2. The coverage of the 2008 US Presidential elections:

   What according to you are the salient features of this year's US Presidential election coverage? Analyse these features in light of relevant research literature, drawing on at least two examples of news and current affairs content that highlight these features.

3. Race and diversity in news and current affairs:

   In the south-west Sydney suburb of Camden, debates flared in recent time over an Islamic school. Some residents are unhappy about the prospect of an Islamic religious school in their midst while others are dismayed by the intolerance of communities towards an Islamic school while some other religious groups are allowed to run schools of their own. The development application with the local council has engendered complicated reactions from various corners. Critically evaluate the depiction of this issue of race relations in Sydney news media, and analyse the pattern of news coverage to relate them to the perspectives found in scholarly literature.

4. The future of journalism:

   Apart from hype about an imminent demise of journalism because of new technological capabilities and emerging media practices, there are serious concerns expressed about the shape of this occupation in the future. Critically examine various positions about the future of journalism, and argue for your own position from a historical research perspective focussing on the interaction between journalism production and the introduction of new technologies in the past.

5. The changing face of news audience:

   Young people are regularly blamed for being news deserters while at the same time they attract news organisations' interest because of their purchasing power. Others argue today's youth are not abandoning the news; rather they are just changing their news consumption habits. What is your position about the characteristics of young news audience in Australia today? Mount an argument by blending your personal experiences as a news consumer and scholarly perspectives found in relevant literature.

6. Cultural differences in news reporting:

   As news audience, we tend to think that in contemporary times people are more aware of other cultures and other people than in the past, thanks to an increased capacity and volume of global communication through various media. Is this really the case? Contemporary developments, especially in reporting international relations and conflicts, indicate many problems and attitudes towards other people and culture persist. Make an argument in relation to this question by examining the depiction of a specific issue or incident of cultural difference in at least two contemporary Australian news sources.

• Research skills: demonstrated capacity for systematic reading and reflection that leads to an appropriate selection of research materials related to the set topic as evidenced in the identification of relevant ideas, categories, arguments or insights for class discussion, case study and critical reflection in the post-class synthesis.
• Critical analysis: demonstrated capacity for systematic reflection about and scrutiny of the strengths and weaknesses of ideas and arguments as evidenced in the quality of the class discussion and written work posted into UTS Online.
• Effective communication: demonstrated capacity to clearly and effectively communicate ideas as evidenced in the quality of tutorial leaders' engagement with other students in consideration of the strengths and weaknesses of the ideas canvassed.