Whether you are watching 'Game of Thrones' on television, downloading the latest episode to your laptop of or discussing it or any other 'longform' series on social media, you are engaging with a narrative form that dominates the contemporary mediascape. ‘Televisual’ invites you to explore the significance of ‘narrative television’ and its impact on how stories are produced and received today. We will do so through closely reading a selection of case studies, moving from the 1950s' 'I Love Lucy' through to 'The Simpsons', 'Twin Peaks' and to a contemporary film that is arguably inspired by contemporary televisual media (Richard Linklater's 'Boyhood'). In doing so, we will engage with some of the twentieth- and twenty-first centuries’ most important theorists of television narrative (including Raymond Williams and Marshall McLuhan). Beginning with television’s first emergence in the 1950s, we will consider the various ways in which television has been produced, transmitted and received. Our investigation will move from television's reliance on studio recording to thinking about the importance of live and cable broadcasting and, more recently, the role of digital devices that can stream or download content. We will ask questions about what makes televisual storytelling distinct and whether or not television has influenced the development of other forms (including novels and films). The course will conclude with our looking at how television has transformed in the contemporary era of so-called convergent or ‘connexionist’ media. 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. Identify and conduct an extended close analysis of generic and/or formal elements of television narrative.
   
2. Draw on and apply relevant theory in order to critically debate and deeply analyse the role and function of television narrative.
   
3. Read, write and argue effectively and persuasively about the emergence and development of television narrative in the late-twentieth and early-twenty-first centuries
   
4. Develop a critical stance on the role that televisual forms play in representing contemporary screen culture as well as imagining and shaping that culture, and express that stance in clear and sophisticated terms.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments (including on weekly media comprehension tasks)
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction: How to Read Television	Weekly Media Concept Comprehension Exercise (due midnight Friday 26 July)
2	I Love Lucy	Weekly Media Concept Comprehension Exercise (due midnight Friday 2 August)
3	Dr Who	Weekly Media Concept Comprehension Exercise (due midnight Friday 9 August)
4	Bewitched	Weekly Media Concept Comprehension Exercise (due midnight Friday 16 August)
5	Homicide	Weekly Media Concept Comprehension Exercise (due midnight Friday 23 August)
6	Seinfeld	Weekly Media Concept Comprehension Exercise (due midnight Friday 30 August)
7	READING WEEK (NO LECTORIAL)	NO MEDIA EXERCISE THIS WEEK
8	Buffy the Vampire Slayer	Weekly Media Concept Comprehension Exercise (due midnight Friday 27 September)
9	Twin Peaks	Weekly Media Concept Comprehension Exercise (due midnight Friday 4 October)
10	Black Mirror	Weekly Media Concept Comprehension Exercise (due midnight Friday 11 October)
11	Get Out	Weekly Media Concept Comprehension Exercise (due midnight Friday 18 October)
12	NO LECTORIAL (ESSAY CONSULTATIONS)	NO MEDIA EXERCISE THIS WEEK

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Weekly Media Comprehension and Reading Television	15 %	*	*	1,2,3
Short Essay	30 %	22/08/2024	12/09/2024	1,2,3,4
Major Essay: Analytical and Reflective Examination of Television Narrative.	55 %	29/10/2024	*	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Weekly Media Comprehension and Reading Television

Purpose of the Exercise: This exercise underscores the importance of attending lectorials and engaging with course materials. It helps you absorb and apply class content, enhances your listening skills, and improves your ability to participate in discussions. Additionally, it develops your vocabulary for discussing television and fosters critical thinking and writing about media concepts and television texts. 

What the Exercise Involves

• You will have 30 minutes from the time you start the exercise to respond to questions based on the ideas and materials discussed in class. Please note that you cannot pause this exercise once you start it.
• Important: Failure to complete and submit these weekly online exercises may result in not passing the course.

How You Will Be Assessed: You will receive either a PASS or a FAIL grade along with a brief written comment from me. 

Tips for Success

• Weekly Questions: These are designed to assess your ability to analyze television episodes based on the concepts and materials taught each week.
•  Preparation: Come to each class well-prepared by reading and reflecting on at least one of the recommended readings and considering the discussion topics for the week (see the ENGL2116 Wattle page for more details).
• Independent Research: This course expects you to conduct approximately 94 hours (around 7-8 hours per week) of independent research, reading, and writing.

Marking Criteria

PASS: You cannot fail this weekly assessment if you make an honest and serious attempt to answer the questions in your own words and submit it on time. 

FAIL: Failure to attempt both defining a topic or concept and reflecting on some aspect of that week’s television episode in your own words will result in a fail. Additionally, failure to submit the exercise will result in a Fail/0 for that week’s assessment.

STUDENTS WILL ALSO RECEIVE A WRITTEN COMMENT ON THEIR WEEKLY TASKS

Assessment Task 2

Short Essay

Overview: This short essay is designed to deepen your understanding of key concepts discussed in the first four weeks of the semester. You will closely analyse a television episode, drawing on theoretical frameworks to support your analysis.

Instructions

1. Short Essay Length: 2000 words.

2. Returning to Earlier Work:

• Choose one of your Weekly Media Comprehension and Reading Television Exercises from weeks 1-4.
• Include the chosen exercise in your submission by pasting it into the word document for your short essay.
• Reflect on and revise this exercise as part of your essay.

3. Essay Question: Drawing on your definition of ONE of the concepts discussed in lectorials week 1-4, closely read ONE television episode from I Love Lucy, Doctor Who, or Bewitched.

Assessment Task 3

Major Essay: Analytical and Reflective Examination of Television Narrative.

Overview: This major essay is a significant part of your assessment, worth 55% of your overall mark. It will build on your understanding of the concepts and television series discussed throughout the course.

The essay consists of two parts

Submission Details

• Total Length: 3000 words (2500 words for the analysis + 500 words for the reflective piece)
• Due Date: See Wattle for details
• Cover Sheet: A cover sheet for this assessment is available on Wattle. Please complete and attach this cover sheet to your essay before submission.
• Formatting: Use a standard academic format (e.g., Times New Roman, 12-point font, double-spaced).
• Citation Style: Follow the [insert preferred citation style] for all references and citations.
• Submission Method: Submit your essay through Turnitin.
• Visual: You can add no more than 4 screenshots from your chosen episode, ensuring that your chosen visuals are well integrated with your analysis

Part 1 (Analysis):

Length: 2500 words

Weight: 40% of your overall mark

Task: Choose one television episode or the film Get Out and respond to one of the essay questions below. Please note: you must choose a different episode than the one you chose in your Short Essay.

Part 1 Marking Criteria:

• Depth and originality of analysis
• Use of evidence to support arguments
• Clarity and coherence of writing
• Understanding and application of theoretical concepts
• Engagement with course materials and readings
• Evidence of independent research

Part One Questions

Q1. Through close analysis, discuss importance of at least one of the following elements in how your chose episode conveys concepts, themes, storylines, meanings, or messages:

• Mise en scene
• Character interaction and dominance within the frame
• Montage
• Performance
• Setting
• Camerawork
• Sound
• Special effects
• Significance of breaks, pilot episodes, title sequences, or episode endings

Q2. Focus on one of the following topics, supporting your response with close analysis of your chosen episode:

• Representation and role of gender
• Representation and role of sexuality
• Representation and role of race or ethnicity
• Representation and role of class and/or class mobility
• Representation of the post-war period (Cold War, commodity capitalism)
• Role of technology
• Television as a medium (McLuhan)
• Television and the ‘global village’ (McLuhan)
• Television as an environment (Tichi)
• Television as a prestige item (Tichi)
• Quality and/or educative programming
• Television as ‘planned flow’ (Williams)
• ‘The drama of the box’ (Williams)
• Television as a ‘structure of feeling’ (Williams)
• Television as a ‘regime of the glance’ (Ellis)
• Television as ‘household flow’ (Altman)
• Television as a ‘perpetual state of becoming’ (Deming)
• Television as ‘time’s commodity form’ (Deming)

Q3. Discuss the importance of genre (science fiction, police procedural, romance, soap opera, gothic or suburban gothic) through close analysis of your chosen episode. Consider whether the episode reinforces, supports, challenges, or overturns genre conventions or expectations.

Q4. Discuss the role and representation of 'real time' or liveness in how your chosen episode presents its storylines, themes, messages, or meanings. Refer to Deming's idea of television's capacity to deliver events in real time. 

Q5. Discuss the role and representation of high vs low culture in your chosen episode, referncing Elaine's quote to Jerry in "The Opera" episode of Seinfeld.

Q6. Discuss the role of 'narrative complexity' in how your chosen episode produces its meanings. Consider how the endings of episodes either resolve or don't resolve plots or themes. 

Q7. Discuss the importance of either broadcasting or narrowcasting in how your chosen episode explores meaning.

Q8. Formulate your own question in consultation with the course convenor, focusing on the course's key topics and concepts.

Part 2 (Reflection)

Length: 500 words

Weight: 15% of your overall mark

Task: 

• Reflect on the course as a whole. Choose one of your Media Comprehensions exercises (not the one submitted for your Short Essay) and past it into this second section of your document (after Part 1)
• Reflect on the course as a whole. Choose one of your Media Comprehension exercises (not the one submitted for the Short Essay) and paste it into this section.
• Reflect on your earlier piece in terms of the course as a whole:
• What did you learn from this course on television and media theory that covered television from the 1950s to the present?
• What would you add to your earlier (cut-and-paste concept) now that you have completed the course?

Marking Criteria (Part 2):

• insightfulness of reflection
• Connection between reflection and analysis
• Clarity and coherence of writing
• Depth of self-assessment and critical thinking

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students