This document entails everything that you need to know for the third essay exam on milestones in communication science. I personally passed the course with an EXCELLENT grade, pretty sure this summary will help you towards that grade too.
Grade 10 for the Final exam for Milestones in Communication Science
Second Exam of Milestones in Communication Science
Foundations of Communication Science - summary with everything you need to know for essay exam 3
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Schule, Studium & Fach
Universiteit van Amsterdam (UvA)
Communicatiewetenschap
Milestones in Communication Science (77533400TY)
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Inhaltsvorschau
`Week 11 (ch13, ch14)
Media genres, formats and texts
Genre definition
• Any category of content identified by: form, style or function.
• Function of genres:
◦ to give us usable and recognisable: categorisation, hierarchy, definition or scope
• Patterns
• Cultural trends
• Reflect norms that live in society
• What we expect from a particular message
Genres: news
• News as narrative
◦ Most media content tells a story with a patterned and predictable form.
▪ Linking actions in a logical, sequential or causal way
▪ Providing the elements of people and places that have a fixed and recognisable
character
▪ News article: inverted pyramid.
• Starts with most important information
• Lesser important follows
• Enables a writer to remove parts of the story without having to rewrite it (if more
important articles pop-up and there is not enough space)
▪ Disappeared genres:
• Fake dialogues
• News song
◦ Factual reporting vs. Storytelling.
Example: Young Adult genre
• No specific books for teenagers. To encourage young readers to read and use libraries YA
genre has been invented.
• Not as complex
• Popular genre since 1970s
The Cultural texts
• The rise of cultural studies and its convergence had lead to a new form of discourse.
• Text refers to
◦ physical message itself
◦ The meaningful outcome of the encounter between content and reader
Audience theory and research traditions
What’s the audience
• Four types of audience:
◦ People assembled: proximity, location, time (people going to a lecture)
◦ People addressed: inscribed audience (people referred to in the message, not per se
target audience)
◦ Happening audience: ad hoc/impromptu (spontaneous speeches/street musicians, did not
choose to be part of audience)
◦ Hearing audience: participatory (when you can ask questions or respond)
, Concepts of audience reach:
• Based on reach media companies will ask certain amount for ads.
• 1. Available audience (present)
• 2. Attentive audience (pay attention)
• 3. Internal audience (really thinking
• 4. Cumulative audience (indirectly targetted, told to, re-shared messages etc.)
• 5. Target audience
Audience activity:
• Biocca’s audience activity hierarchy
◦ Selectivity
◦ Resistance to influence
◦ Utilitarianism (can you use the message)
◦ Intentionality
◦ Involvement
• Commercial audience activity hierarchy (Roger Clausse, 1968)
◦ Message offered
▪ Messages that are sent
◦ Message receivable
▪ Amount of people that are able to receive
◦ Message received
▪ Amount of people that received the sent message
▪ (Original form of reach)
◦ Message registered
▪ Message that is kept by receiver
◦ Message internalised
▪ Highest level of audience activity. Message is read and knows about it.
▪ Worth most commercially
◦ Involvement
Three audience research traditions:
• Structural traditions
◦ Define reach and social composition of audience, needed for media to sell adds
◦ → Research can prove that audience is engaged (with advertisements)
• Behavioural traditions
◦ Early research preoccupied with media effects. The audience was conceptualised as
passive recipients. Later research considered the audience as more active.
◦ What will be the effect of the message?
◦ Difficult to know exactly why people are showing certain type of behaviour.
◦ You cannot predict that people will be influenced by a certain message
• Cultural tradition (newest addition)
◦ Considers media use as a reflection of a particular social-cultural context and as a
process of giving meaning to cultural products and experiences in every day life.
◦ Media message are used to give meaning to the world around them, create social reality
(constructionism). Difficult to research (because of hidden thought processes)
◦ research tries to figure those process out..
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