Department of Visual Communication and Digital Cultures
Assessment Guidance and Criteria
Academic Year 2024-25
| Module Title | Advertising: Theories and Contexts |
| Module Code | MP6030 |
| Module Leader | Sarah Bowman |
| Number of assessment components | 1 |
| Word length (or timing for a presentation) | 3000 words |
| Submission Details | ELP – Turnitin |
| Hand in date | 20 January 2025 (23:59) |
| Hand back date | Within 20 day university policy |
| Module Learning outcomes to be assessed | Knowledge & Understanding: KU1: Demonstrate your ability to develop appropriately sophisticated analyses by synthesising advertising theory with examples of contemporary advertising Intellectual / Professional skills & abilities: IPSA1: Draw upon the transferable skills (methods, approaches and communicative skills) you have developed to-date to independently formulate solutions to the complex problems faced by advertisers IPSA2: Demonstrate confidence in your ability to discuss advertising and advertising theory in a lucid manner, with a degree of sophistication that is commensurate with undergraduate |
| study at Level 6 Personal Values Attributes PVA1: The themes covered during the module will encourage you to reflect on your position as a consumer and as a citizen, focusing on the political, social and ethical responsibilities faced by advertisers | |
| Assessment Question(s) | You will produce a 3000 word essay consisting of theoretically informed analysis of theoretical issues that impact on advertising. You will exemplify the connections between advertising theory and practice via your critical comparison of two contemporary advertising case studies. Your work must make reference to academic scholarship. Note: There will be formative sessions in class when students will present the development of their ideas in a learning journal. This will be submitted with the essay. This contributes to the personal and professional development component of the assessment grade. |
| Assessment criteria | This section needs to be read in conjunction with the standard marking rubric for ‘applied’ promotional work that uses a eight specific marking criteria. Although these are essay based assessment they do embed promotional analysis. These marking criteria are mapped against the Learning Outcomes below. ResearchAnalysisSubject KnowledgeExperimentationTechnical CompetenceCommunication and PresentationProfessional and Personal DevelopmentCollaborative and Individual Working Knowledge & Understanding: KU1: Demonstrate your ability to develop appropriately sophisticated analyses by synthesising advertising theory with examples of contemporary advertising (research, analysis, subject knowledge, technical competence, experimentation, communication and presentation) |
| Evidenced by: in-depth understanding of advertising theory and how this is applied in practice; ability to synthesise a variety of information to create a strong narrative; technical competence in essay construction (see below); detailed understanding of advertising practice and key issues Intellectual / Professional skills & abilities: IPSA1: Draw upon the transferable skills (methods, approaches and communicative skills) you have developed to-date to independently formulate solutions to the complex problems faced by advertisers (subject knowledge, professional and personal development, collaborative and independent working)IPSA2: Demonstrate confidence in your ability to discuss advertising and advertising theory in a lucid manner, with a degree of sophistication that is commensurate with undergraduate study at Level 6 (professional and personal development) Evidenced by: extensive reading and theoretical underpinning to assessment brief; critical and reflective arguments rather than mere description Personal Values Attributes PVA1: The themes covered during the module will encourage you to reflect on your position as a consumer and as a citizen, focusing on the political, social and ethical responsibilities faced by advertisers (subject knowledge, professional and personal development) Evidenced by: demonstrating how advertising plan campaigns specifically with target consumers in mind; how advertising campaigns are reflected by and help shape cultural and social norms Remember when writing essays, it is good to think about the following. |
| 1st (70+) Essays in this category typically: Are very well-argued and perceptive, offering insight into the issue at handMake excellent use of evidence (examples and scholarship) to support the argument throughoutAre clearly structured and guide the reader throughoutProvide a highly focused argument based on precisely defined aims, leading to well substantiated conclusionsConfidently and consistently synthesises scholarly work on the issue at hand with analysis appropriate example(s)Demonstrate excellent evaluative skills, offering focused critical analysis of the issues raisedConsistently display independent thoughtDemonstrate a strong understanding of the issues raised by the question, offering indepth engagement with appropriate scholarship and ideas in the fieldAre very well-written, with very few (if any) minor technical errorsAre accurately referenced and wellpresented throughout 2:1 (60-69) Essays in this category typically: Are well-argued and offer insight into the issue at handMake good use of evidence (examples and scholarship) to support the argumentAre clearly structured, but perhaps could to more to guide the reader through the argument Provide a focused argument based on clearly defined aims, leading to substantiated conclusionsSynthesise scholarly work on the issue at hand with analysis of appropriate example(s) Demonstrate good evaluative skills, offering |
| critical analysis of the issues raised Display independent thoughtDemonstrate understanding of the issues raised by the question, offering detailed engagement with appropriate scholarship and ideas in the field Are generally well-written, with some technical errorsAre generally accurately referenced and well presented, with some minor flaws 2:2 (50-59) Essays in this category typically: Are reasonably well argued, and offer some insight into the issue at handMake use of an appropriate body of evidence (examples and scholarship) to support the argument, but some claims would benefit from additional supportOffer a structure, but display some evidence of deviation or tangential materials, and/or need to do more to guide the readerProvide an argument that sometimes lacks focus, based on aims that are perhaps as not as clearly defined as they could be, leading to conclusions that are insufficiently substantiatedRefer to scholarly work on the issue at hand, but do not consistently synthesise that scholarly work with analysis of appropriate example(s) Demonstrate sufficient evaluative skills, offering analysis of pertinent issues, but in a way that may lack critical focus or leans towards description Display little independent thoughtDemonstrate some understanding of the issues raised by the question, offering evidence that the candidate has engaged with scholarship and understands key ideas in the field, even if there are some omissions Are competently written, but with numerous technical errorsMake use of referencing, but are marred by |
| flaws Have flaws in presentation, but still demonstrate an understanding of how essays are expected to be presented 3rd (40-49) Essays in this category typically: Have flawed argument or offer few insights into the issue at handRefer to an appropriate body of evidence (examples and scholarship), but numerous claims would benefit from additional supportOffer a flawed structure or one that is confused by the presence of tangential or irrelevant materials, and/or need to do more to guide the readerOffer an unclear argument, lack clearly defined aims, leading to superficial conclusions Attempt to integrate scholarly work on the issue at hand into the analysis of appropriate example(s), but those attempts are flawed, confused, or are not sufficiently fleshed out Demonstrate an insufficient grasp of evaluative skills, offering limited analysis of salient issues and relying on description Display barely any independent thoughtDemonstrate a limited understanding of the issues raised by the question, offering limited engagement with appropriate scholarship and/or flawed understanding of ideas in the fieldAre marred by weak grammar and technical errors, which may hinder the candidate’s ability to convey their intended meaningDemonstrate a weak or insufficient grasp of how to reference sourcesHave flaws in presentation, to the extent that the document may not demonstrate a sufficient understanding of how essays are expected to be presented Fail (39 or under) |
| Essays in this category typically: Lack cohesive argument or offer virtually no insight into the issue at handOffer insufficient use of an appropriate body of evidence (examples and scholarship), failing to offer adequate support for claimsLack coherent structure and/or fail to adequately guide the readerFail to provide a coherent argument, defined aims, and/or sufficiently substantiated conclusionsFail to synthesise scholarly work on the issue at hand with analysis of appropriate example(s)Lack critical evaluation or analysis of relevant issues, predominantly relying on descriptionDisplay virtually no independent thoughtDemonstrate little understanding of the issues raised by the question, offering little engagement with appropriate scholarship and/or a lack of understanding of key ideas in the fieldAre hindered by serious grammar and technical errors, which often disrupt the candidate’s ability to convey their intended meaning Demonstrate little evidence of how sources should be referencedHave serious or consistent flaws in presentation, to the extent that the document may not demonstrate a sufficient understanding of how essays are expected to be presented |
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