ATS2439 - Youth Media: Understanding Media Research
A3: Research Proposal Guidelines
Due: Week 8: Friday, 26 April, 23:55
Word limit: 1,700 words (+/- 10%) excluding references
Value: 35%
Submission: Moodle, as a single pdf file, consisting of two related parts
PART 1: Critical Literature Review (1200 words / 20%): Find at least six academic and two non-academic sources related to your youth media research project topic and
write a critical literature review evaluating these sources and their relevance to your project. Remember that a good literature review includes reliable, quality sources
(academic and non-academic) and a critical assessment of them, not just a descriptive summary, to make clear, well-supported arguments about key concepts, ideas,
themes or studies you have drawn from the literature, with relevance to your research. Since this is a media unit, most of your sources must be from media and
communications literature - see Week 3 (follow the structure in Detailed Guidelines for Part 1). In the Conclusion, you should synthesise your key insights from the literature
review, including any relevant reflections on how you acted on the feedback you received in Week 5.
PART 2: Research Proposal (500 words / 15%): Include your project’s title, and write up your research ideas in the form of proposal, answering the following questions:
What? (approx. 30 words)
● What are you researching?
● What is your research question?
Why? (approx. 300)
● Why is your research important?
● Why did you want to study that particular part of the youth media?
● Which key concept are you using as your framework for your research project?
*Summarise briefly gaps and/or productive ways you have identified in the media studies literature. Define the chosen concept and explain its suitability for your purposes.
How? (approx. 150)
● What media texts are you gathering to analyse?
● How are you approaching the content analysis?
● What categories, themes, or patterns are relevant to your analysis OR what have you already seen in your group of media texts?
*Be as specific and detailed as possible. Include a screenshot and full reference for one of your chosen media texts (doesn’t counts towards word count).
Presentation style:
 You must include your current research topic or question as the title of this assignment. It’s ok if it is a working one at this stage; the topic/question can be modified
and refined as your work progresses.
 Times New Roman or Arial font, size 11; standard margin size; double spaced lines; numbered pages; text aligned left; headings in bold; subheadings in bold and
italics.
 Harvard style referencing preferred, but you may use another style as long as it’s consistent. The full Harvard referencing guide is available at:
https://guides.lib.monash.edu/citing-referencing/harvard.
 You must accurately cite your sources. Include page numbers. The Monash library has a detailed guide on citing and referencing:
https://www.monash.edu/rlo/research-writing-assignments/referencing-and-academic-integrity/citing-and-referencing.
 You must confirm an original assignment for this assessment task. Acknowledge all your sources appropriately (see Week 3). Copying part or all of your own past
assignments and resubmitting them constitutes a breach of academic integrity: https://www.monash.edu/students/admin/policies/academic-integrity.
Part Marking Criteria HD (80-100) D (70-79) C (60-69) P (50-59) N (0-49)
Cr
itic
al
lite
ra
tur
e r
ev
iew
Selection and
relevance of
(media specific)
sources: at least
6 academic and
2 non-academic
[2.5%]
Excellent selection of sources, all
relevant to your research topic,
and mostly media specific.
Competent selection of sources
and most are relevant to your
research topic.

Adequate selection of sources
and most are relevant to your
research topic.
Limited selection of sources, and
few relevant to your research
topic.
Inadequate selection of sources,
irrelevant to your research topic.
Critical analysis
and evaluation
[10%]
Outstanding critical analysis of
sources, discussing in depth and
with originality relevant concepts,
studies and/or approaches from
the literature.
Sound critical analysis of
sources, discussing well relevant
concepts, studies and/or
approaches from the literature.
Mostly adequate critical analysis
of sources, however there may
be gaps and/or inconsistencies in
discussion of relevant concepts,
studies and/or approaches from
the literature.
Basic discussion of sources,
mostly limited to description
rather than critical analysis;
limited discussion of relevant
concepts, studies and/or
approaches from the literature.
No evidence of discussion and
critical analysis. Very poor,
incorrect or lack of points about
relevant concepts, studies and/or
approaches.
Clarity and
coherence of
argument
[5%]
Highly competent, sophisticated
and well-developed argument,
drawing on ideas from literature
in a very coherent and logical
way.
Well-developed argument,
drawing on ideas from literature
in a coherent and logical way.
Generally developed argument,
drawing on ideas from literature.
However, there may be some
inconsistencies with logical
progression or connecting ideas.
Argument is under-developed,
with limited links to ideas from
literature and poor connections
between points.
Very little or no argument, lacking
support by ideas from literature or
points too unclear to follow.
Re
se
ar
ch
pr
op
os
al
Articulation of
research topic
and question
related to youth
media (what)
[2.5%]
The research topic is clearly
related to youth media, showing
great originality and
sophistication in choice.
The research question is very
well developed and focused,
demonstrating skilful
interpretation of the research
direction.
The research topic is clearly
related to youth media, showing
some originality in choice.
The research question is well
developed and focused,
demonstrating interpretation of
the research direction.
Research topic is adequately
related to youth media.
The research question is
developed adequately but could
be more focused and specific.
Research topic has some but
mostly poor connection to youth
media.
The research question is
basically identified but lacks the
focus or specificity.
Research topic lacks connection
to youth media.
The research question is not
identified.
Comments
Mark
Justification of
research topic
and question
(why)
[5%]

The significance of the research
topic and question is very well
presented and clearly
contextualised within media
studies.
The chosen concept shows
insight, depth and critical
judgment and excellent suitability
for the project.
The significance of the research
topic and question is well
presented and contextualised
within media studies.
The chosen concept shows good
critical judgment and suitability
for the project.
The significance of the research
topic and question is presented
adequately and contextualised
within media studies.
The chosen concept shows some
judgement and suitability for the
project.
The significance of the research
topic and question requires more
substance in the area of
presentation and
contextualisation.
The chosen concept is identified
but lacks suitability for the
project.
Justification of the research topic
and question is either erroneous
or missing.
The concept is not identified.
Explanation of
data collection
and content
analysis (how)
[5%]
Media texts are thoroughly
identified, most suitable for the
analysis.
The approach to content
analysis, relevant and/or
emerging categories and patterns
from the media texts are
insightful, thorough and very well
explained.
Media texts are clearly identified
and suitable for the analysis.
The approach to content analysis
is sound, some relevant and/or
emerging categories and patterns
from the media texts are
developed and well-explained.
Media texts are identified and
mostly suitable for the analysis.
There is some sense that the
student has a grasp of how to
conduct their content analysis,
but many categories and/or
emerging patterns from the
media texts may be vague or
under-developed.
Content analysis is mentioned,
but media texts are poorly
identified or somewhat unsuitable
for the analysis.
There is little sense of how the
analysis will be conducted and
most of the categories and/or
patterns from the media texts are
not relevant or vague or under-
developed.
Content analysis is mentioned
but media texts are not identified
or are unsuitable for the analysis.
There is no evidence of
understanding how the content
analysis is to be conducted nor
demonstrated attempt to develop
categories and/or identify
patterns from the media texts.
Bo
th
pa
rts
Structure and
presentation;
Appropriate
writing style &
referencing
[5%]
Excellent presentation and
structure across all sections.
Highly competent academic
writing with flawless citation and
referencing.
Good presentation and structure
across all sections.
Sound academic writing, with
sporadic problems with citation
and references.
Mostly adequately presented,
however some sections may be
misplaced, not well integrated or
lacking structure.
Adequate academic writing, with
some errors with written
expression, citation or
referencing.
Presentation needs improvement,
many sections are incorrectly
organised or missing.
Frequent errors in written
expression, citation and
referencing.
Format is either not applied or too
poorly organised to follow.
Poor written expression; citation
and referencing mostly
inaccurate or not evident.