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Unit outline_

MECO6915: Writing Feature Stories

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

In this unit, we read many features and texts about features. We consider why features are valuable and how to find newsworthy ideas. Students learn how to gather materials, attribute their sources and structure their research into a compelling story. Students learn why scenes are important and how to write them well. We discuss ethics, develop the skill of 'straightforwardness,' and examine the burgeoning mode of multimedia features. Students learn how to pitch ideas and pursue publication, and they workshop drafts with their peers. By the end of the semester, students have written several pitches, two polished features and two reflections about the ways those features took shape.

Unit details and rules

Academic unit Media and Communications
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Cheryl O'Byrne, cheryl.obyrne@sydney.edu.au
Lecturer(s) Cheryl O'Byrne, cheryl.obyrne@sydney.edu.au
Type Description Weight Due Length
Assignment Story pitches
Pitch three feature story ideas to an editor
20% Week 05
Due date: 25 Mar 2022 at 23:59
1000 words
Outcomes assessed: LO1
Assignment First feature story and reflection
Compose a 1200-word feature and an 800-word reflection on your process
35% Week 09
Due date: 29 Apr 2022 at 23:59
2000 words
Outcomes assessed: LO2 LO3 LO4 LO5
Assignment Second feature story and reflection
Compose a 2000-word feature and a 1000-word reflection on your process
45% Week 13
Due date: 27 May 2022 at 23:59
3000 words
Outcomes assessed: LO2 LO3 LO4 LO5

Assessment summary

  • Story pitches: Come up with three ideas for feature stories. Use the email form to pitch each idea to an editor of a publication. 
  • First feature and reflection: Select one of the ideas you pitched and compose the story. Then explain how your feature has been informed by our unit readings and the editing process.
  • Second feature and reflection: Select another one of the ideas you pitched and compose the story. Then explain how your feature has been informed by our unit readings and the editing process.

Detailed information is available on the unit’s Canvas site.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Compose pitches, features and reflections of an exceptional standard

Distinction

75 - 84

Compose pitches, features and reflections of a very high standard

Credit

65 - 74

Compose pitches, feaures and reflections of a good standard

Pass

50 - 64

Compose pitches, feautures and reflections of an acceptable standard

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

You must attempt all three assessments to pass this unit. 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 What are feature stories and why are they valuable? Seminar (2 hr) LO1 LO2
Week 02 Finding newsworthy ideas Seminar (2 hr) LO1 LO2
Week 03 Pitching stories Seminar (2 hr) LO1 LO2
Week 04 Linda Jaivin guest lecture 1/ Research and attribution 1: documents and observation Seminar (2 hr) LO2 LO3
Week 05 Research and attribution 2: interviewing Seminar (2 hr) LO2 LO3
Week 06 Structure 1: narrative shape Seminar (2 hr) LO2 LO4
Week 07 Structure 2: the lead Seminar (2 hr) LO2 LO4
Week 08 Linda Jaivin guest lecture 2/ Writing workshop for first feature Seminar (2 hr) LO2 LO5
Week 09 Writing Scenes Seminar (2 hr) LO2 LO4
Week 10 Ethical considerations Seminar (2 hr) LO2 LO4
Week 11 Compression Seminar (2 hr) LO2 LO5
Week 12 Linda Jaivin guest lecture 3/ Multimedia features Seminar (2 hr) LO2 LO4
Week 13 Writing workshop for second feature Seminar (2 hr) LO2 LO5

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
  • Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, researching, writing etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed online via our Canvas page.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Generate newsworthy feature story ideas and pitch them concisely and persuasively to an editor
  • LO2. Analyse published features from Australian and international writers and recent scholarship relevant to feature writing, and discuss the relationship between these texts and your own feature writing process
  • LO3. Design and implement a research plan and attribute research accurately within your features
  • LO4. Compose features that use language and structure creatively while adhering to ethical standards and the factual basis of the material
  • LO5. Implement editing strategies that enable you to appraise and refine your work and your peers’ work

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Last year, Linda Jaivin joined the unit for a guest lecture 'Being a feature writer.' In response to student feedback, this has been increased to a 3-part series for 2022. I have retained weekly readings that students found most effective in 2021 and changed others.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.