COM3706/102/3/2020

Tutorial Letter 102/3/2020

Communication research
COM3706

Semester 1 and 2

Department of Communication Science

This tutorial letter contains important information

about your module.

BARCODE
 CONTENTS
Page
1 INTRODUCTION TO THE MODULE ............................................................................................ 3
2 PURPOSE AND OUTCOMES ...................................................................................................... 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 4
3 LECTURER(S) AND CONTACT DETAILS................................................................................... 4
3.1 Lecturer(s) .................................................................................................................................... 4
3.2 Department ................................................................................................................................... 5
3.3 University ...................................................................................................................................... 5
4 GUIDELINES ................................................................................................................................ 6
4.1 Where or how to start .................................................................................................................... 6
4.2 Formulating the main issue ........................................................................................................... 6
4.3 Research criteria ........................................................................................................................... 7
4.4 Extent ........................................................................................................................................... 8
4.5 Population ..................................................................................................................................... 8
4.6 Assumptions and sub-issues ........................................................................................................ 9
4.7 Goals and objectives................................................................................................................... 10
4.8 Research questions .................................................................................................................... 11
4.9 Theoretical approach .................................................................................................................. 12
5 FREQUENTLY ASKED QUESTIONS ........................................................................................ 13
5.1 EStudy material, closing dates, examination and general enquiries ............................................ 13
5.2 Assignments ............................................................................................................................... 20
5.3 Portfolio ...................................................................................................................................... 26
5.4 General subject-related enquiries ............................................................................................... 33
5.5 Task 5.10 enquiries..................................................................................................................... 42
6 TECHNICAL REQUIREMENTS.................................................................................................. 52
7 TALLYING AND TABULATION OF DATA................................................................................. 55
8 PORTFOLIO MARK SCHEME ................................................................................................... 62
9 myUNISA ................................................................................................................................... 65
10 SHORT MESSAGE SERVICES (SMS)....................................................................................... 65
11 IN CLOSING ............................................................................................................................... 66
SOURCES CONSULTED....................................................................................................................... 66

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 COM3706/102/3/2020

Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a transformation
charter based on five pillars and eight dimensions. In response to this charter, we have also
placed curriculum transformation high on the agenda. For your information, curriculum
transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and
the infusion of African epistemologies and philosophies. These pillars and their principles will be
integrated at both the programme and module levels, as a phased-in approach. You will notice
the implementation thereof in your modules, and we encourage you to fully embrace these
changes during your studies at Unisa.

1 INTRODUCTION TO THE MODULE

By this time, you should have familiarised yourself with the requirements of this module and
know that this tutorial letter has to be used when doing both assignments 01 and 03. We
attempt to provide guidance and do not address all the issues mentioned on the mark scheme.
Some of the criteria are explicit and precise.

This module is not difficult, but students who do not

 start in time, well in advance of closing dates

 spend enough time on the module
 understand the concepts and their application in communication research
 approach lecturers in advance for assistance and clarification, or
 participate on myUnisa
 have a positive attitude, cooperate and
 accept responsibility for their lack of cooperation and accountability, struggle to understand
and know what has to be done.

If you follow the guidelines, advice and use some answers which we offer, if you use and work
according to the mark schemes, then there is no reason why you cannot pass the module and
even get a distinction.

It is exceptionally important that you not wait and start with Assignment 01 or the portfolio in the
week before they are due. Academics are there to assist you as you work, but please bear in
mind that we are all involved in other modules where students also require our attention; that we
have other academic and administrative requirements which we have to attend to, deadlines to
meet, training to attend, et cetera. The sooner you start with the module, the more regularly you
can liaise and interact with the lecturers and get answers to questions or clarification on
concepts and other related matters, and the sooner you can hand in both Assignment 01 and
the portfolio.

The frequently asked questions may bring clarity on many uncertainties and issues that you
may have. The information contained in this tutorial letter relates to all tasks in the study guide.

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2 PURPOSE AND OUTCOMES

2.1 Purpose

The purposes of this module on communication research are not only to equip learners with the
theoretical knowledge and practical research skills (techniques and methods), but also to

 introduce students to the concepts related to research

 provide students with the opportunity to illustrate their mastery of content and research-
related concepts by having to conduct authentic research in a natural environment related
to communication require that students present their research done in a scientific report as
portfolio for examination purposes.

2.2 Outcomes

In order for students to master the goals and objectives of the module, it is assumed that they

 have the ability to read, write and understand English

 have the ability to learn from predominantly written material
 have the ability to do practical applications
 possess the willingness to take responsibility for own progress, with guided support will
develop the ability to communicate what they have learnt and experienced, predominately
presenting portfolios.

Students who have met the outcomes of the module will be able to demonstrate an
understanding, and apply their knowledge of research principles, techniques and methods in
diverse communication contexts.

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)

Dr Blessed Ngwenya Ms Sylvia Skhosana

Module Coordinator Team member
Telephone 012 429 8893 012 429 6529
E-mail ngwenb@unisa.ac.za skhossn@unisa.ac.za

Ms Dineo Molokomme
Team member
Telephone 012 429 4629
E-mail molokdr@unisa.ac.za
The lecturing team for COM3706 will be announced on myUnisa.

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 COM3706/102/3/2020

Please do not send the same e-mail to more than one person. If you do, the first recipient will be
the only person responding. When you contact the university, make sure that your student
number, module code (COM3706), your postal address, and telephone number are at hand,
and that you speak up so that we can hear you.

3.2 Department

Department of Communication Science

Winne Madikizela-Mandela Building
7th floor c/o Room 69 or 77

3.3 University

The postal address of the university is:

PO Box 392
UNISA
0003

The physical address of the university is:

Preller Street
Muckleneuk
PRETORIA

This physical address needs to be used when assignments or the portfolio is sent to the
Assignment section via registered mail, or courier.

 Contact with the university

Please refer to the brochure my Studies @ Unisa.

 Unisa contact via e-mail

Once you register, you are automatically assigned an e-mail address at Unisa. It consists of
your student number@mylife.unisa.ac.za. Unisa will use ONLY this e-mail address when
communicating with you. Please ensure that you also use this address when interacting with
Unisa electronically, and always indicate which module the enquiry relates to. If you experience
any problems with myUnisa, you need to send an e-mail to mylifehelp@unisa.ac.za with ONLY
your student number in the subject line. Please provide as much detail about the difficulty
experience.

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4 GUIDELINES

4.1 Where or how to start

The following pointers may assist you in approaching and completing assignment 01.

 read through Tutorial Letter 101 and acquaint yourself with the content and terminology;

 use a marker to highlight important detail and to clearly distinguish between different
assignments;

 consult the index of the prescribed book, find applicable concepts and study them to
become acquainted with what each concept is and entails;

 work through the guidelines and advice in your tutorial letters. Also go through the
myUnisa discussions;

 consider the headings and mark scheme applicable to both Assignment 01 and the
portfolio. This will help you understand how assignment 01 and the portfolio fit together;

 study the relevant chapters and sections in the study material in order to understand the
concepts, their application, and the research methodology;

 contact the module coordinator immediately if you are uncertain or need help or
clarification of concepts and research terminology.

The items listed under each heading on the mark scheme should guide the answers required
per heading. Any person looking at the answers which you have provided in your assignments
should know what you are going to work with without having to ask questions.

No other material (apart from three other sources) is required and all material studied needs to
be interpreted and related to your own work. No marks are awarded for quotations, but you will
be rewarded if quotes are interpreted and if you indicate how they were applicable to your own
research. Proper in-text referencing will be awarded.

4.2 Formulating the main issue

Your research problem has to relate to your chosen topic option, namely; reception analysis or
public relations audit. Reception analysis focuses on the profile of audiences and measures
their user gratification from a media text. A public relation audit measures the communication
that occurs within the organisation and externally with the organisations stakeholder. Refer to
Section 6.6 and 5.3 to make sure you understand the focus of a public relations audit and
reception analysis.

You were supposed to use the assignment question to formulate your main research issue. The
main issue was supposed be stated in ONE grammatically correct sentence containing all the
necessary elements. This was an important part because you had to exhibit and display your
knowledge of research concepts and also illustrate your understanding of what a reception
analysis or public relations audit contains.

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Unit 02 of your study guide (page16-49) remains important for you to understand elements that
are needed in the statement. The purpose of stating the problem to be resolved is to set out in a
concise way what you intend doing in this research.

A well-articulated research problem drives the scientific process, and is the foundation of any
research method and experimental design and applies in a case study like in this assignment. It
is therefore important that you correctly identify the problem you need to resolve right at the
beginning. If you miss the problem, then everything you do from here onwards is going to be
wrong. Refer to page 53 in the study guide for assistance on how to formulate a problem
containing all the criteria.

Examples:

Topic 1:

This quantitative and qualitative, cross-sectional study aims to conduct a audience reception
analysis to describe the publication and explore audience’s views in order to create an audience
profile for Zoe Life Magazine; this will be done with twenty [20] participants using self-
administrated questionnaire to collect and analyse data.

Topic 2:

This is a qualitative and quantitative, cross sectional study that investigates the corporate image
vs the external image of Sonke Gender Justice by means of a focus group PR audit with twenty
[20] respondents.

4.3 Research Criteria

The research criteria require student to exhibit an understanding of why the issue investigated is
relevant to communication? What you need to ask yourself here is why it is important for you as
a researcher to research the topic of femicide using your chosen research method (audience
reception analysis or public relations audit). Remember that according to Martin et al (2007:113)
communication is viewed as a symbolic process whereby reality is produced, maintained and
changed. Ask yourself how your publication, or organisation uses their power to shape the
context and audience understanding of femicide.

Why is the issue researchable? Once you have understood what your research’s main issue is
you need to be able to articulate whether data can be collected through the research method to
answer or resolve your main research problem. You were expected to motivate your answer
here. For example: You could state that through the use of research techniques as prescribed
by Du Plooy (2009) the problem statement is researchable, because you can distribute
questionnaires or interview 20 participants depending on your selected research question.

What makes your research feasible, here you need to think about the costs you will incur in
collecting your data, factor in traveling costs if you need to drive to the participants, or how
much printing your surveys and/or interview questions will cost you. Lastly, there is ethically
acceptable? You were expected to differentiate between the ethical implications that are
involved when dealing with people as respondents as your main data. Refer to section 2.2.2 in
Du Plooy (2009).

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4.4 Extent

The purpose of establishing the extent of the issue is to formulate the boundaries within which
you will be working. This includes aspects such as the distance, area, volume, et cetera, over
which the research will be distributed. It establishes the scope of what you intend doing. What
organisation or publication did you use for your study; reasons for selecting the particular
organisation or publication; where (geographical boundary) and when (time dimension) will you
do the research? You need to state the specific dates for your research for example: 02–
21 March 2020, and discuss what exactly you will be doing during that time period, for example;
distributing of questionnaires, collecting of articles, contacting the organisation, provide an
overview as these aspects will be covered in depth in your data collection section.

4.5 Population

Distinguish between the target and accessible population by indicating who/what each
population will consist of. Your understanding of the difference between the two must be
illustrated. If the target and accessible populations are the same, indicate it and explain why you
make that claim. Population parameters (characteristics of the accessible population) have to
be provided and you have to spell out who/what the units of analysis would be. Since people
would be involved in some of the topic options (respondents who fill in the questionnaire, be
interviewed), individuals are the units of analysis in those cases. Refer to Du Plooy (Section
2.2.2 and the Index of the book) in this regard.

The discussion of the population parameters (characteristics) has to consist of a clear distinction
between your target and accessible populations, the characteristics of the accessible population
(minimum of four), as well as an indication of what the units of analysis applicable to your
research are. Population will indicate what you are going to work with for your chosen research
option. Important to remember that population does not only refer to people in this task as we
are dealing with various topic options for the research. So your population might be people,
analysis of articles found in selected publications, and audience reception.

The target population is the ‘big’ population, for example; the publications, and organisations
profile depending on your chosen research option. The accessible population refers to the
sources, respondents that the researcher has access to (what and who specifically are you
going to use for the interviews/focus groups, or the questionnaires/surveys). An example is the
20 respondents you use for the audience reception option, or the 20 respondents you use for
focus groups/interviews.

What are the unique characteristics of the accessible population that you will be dealing with?
This will depend on the nature of your research and the formulation of your main research
issue. The accessible population comes from the target population. Often you cannot, because
of logistical reasons, or the sheer volume of the population, make use of everything in the target
population. Thus we do need to draw a distinction between what makes up the whole (target)
and what you can physically access, hence the term accessible population. It’s what is says; it’s
what you can physically use.

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You were required to list four population characteristics in this assignment. Population
characteristics are those variables that are needed in order for the publication, and/or
respondents to be considered as part of the target population. In this case we are working on
interpersonal communication characteristics such as gender, age, demographic for the
respondents used and other attributes of the participant population such as date of publication,
respondents’ knowledge of Sisonke Gender Justice, these aspects would form part of your
population characteristics.

The unit of analysis can involve individuals as the subject, respondents or participants, the
content of mass-media messages according to Du Plooy (2009:57). Therefore, here you were
supposed to show what is it that you were going to actually analyse within the organisation,
within the questionnaires about the publication depending on your research option. That is what
is called the unit of analysis — it is what you are going to explain and describe in your research
process and this is related to your specific research problem, and affected by your research
method. Therefore, your unit of analysis needs to be clear.

4.6 Assumptions and Sub-issues

Each research problem should be analysed and broken down into related sub-problems that
can facilitate the solution of parts of the main research problem (Du Plooy 2009:55).

Assumptions or a hypothesis is a statement you seek to test experimentally through conducting

research. See Du Plooy Section 2.2.2 as reference thereafter you should have formulated
assumptions and a sub-issue relating to each assumption. Your assumptions should relate to
the main issue of your research, and sub-issues should be close-ended questions that can be
answered with a yes or no answer.

An assumption is a statement that is taken to be true and from which a conclusion can be
drawn. These are facts presumed to be true but not verified. The assumptions you formulate
need to drive the research process, with the end result of the research being to validate (or
invalidate) the assumption.

How to Write Assumptions for research?

For example, the argument "Economic background affects the student’s academic performance
in an ODL environment”. The purpose then of the research is to validate, or invalidate this claim.
There are three steps that you could have followed when writing research assumptions.

Step 1

Locate the assumption in the research problem. For example, in the claim "Economic
background affects the student’s academic performance in an ODL environment” the argument
is that the economic background has a bearing in students’ performance, in the opinion of the
writer. You can double-check if the assumption is valid by determining (through the research) if
it offers a contrary argument. In opposition to the above argument, one could claim that the
economic background does not affect student performance. If research confirms the latter to be
true, in that case the assumption would be invalid.

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Step 2

The assumption is the starting point of the research. The sub-issues and research questions are
derived from the assumption.

Step 3

The assumptions must have something to do with the problem you need to resolve: your main
research problem. We suggest you read the question again to see what it says you must
explore in your research. Once you have formulated the assumption these need to be converted
into sub-issues. Then you need to convert the assumption into a sub-issue by forming a
question that leads to either a “yes” or “no” answer.

Depending on your chosen question, your assumptions and sub-issue need to be about the
following:

 Topic 1 – Your assumptions need to be about the publication and their reader

 Topic 2 – Your assumptions need to be about Sonke Gender Justice’s internal and
external corporate image

Examples

Topic 1 – Audience Reception

 Assumption: Zoe Life Magazine readers are not comfortable with femicide issues

 Sub-issue: Are Zoe Life Magazine readers not comfortable with femicide issues?

Topic 2 – PR Audit

 Assumption: The organisations internal corporate image varies from the external corporate
view

 Sub-issue: Does the organisations' internal corporate image vary from the external
corporate view?

4.7 Goal and objectives

Du Plooy (Section 2.2.1) is relevant. Apart from identifying the nature of each aspect, you also
have to substantiate what you claim to be their natures and indicate why your study will address
that/those specific goal and objectives. What is the nature of your goal and why? You have to
be specific by indicting what exactly will be explored and what precisely will be described in
terms of your research.

What is the difference between a goal and an objective? A goal is the end result of the research
while the objective is the means of getting there.

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4.7.1 Goal

In research we only have two goals: basic or applied. Which is applicable here and why?

You only use basic research when the problem you wish to resolve is of a theoretical nature.

You need to have considered the forllowing questions about your main issue:

 Is creating an audience profile, or conducting a PR audit on the organisation theoretical or

practical in nature?

 So, what is practical about this problem that qualifies the research as being applied?

 Why can the problem be considered as being practical?

4.7.2 Objectives

In research we only have three objectives: explain, explore and describe. Which is applicable
here and what will you explain, explore and/or describe? Keep in mind that if you are explaining
something then you are going to give a reason or justification for that something. And if we want
to establish cause and effect then it implies we need a longitudinal time frame — this is where
you need to know how the various research concepts interlink. Because of the very short
semester it is just not possible to use a longitudinal time frame in your research. Objectives are
about why are you going to explore and what are you going to describe? Be specific — and it
must relate to the problem to be resolved.

4.8 Research Questions

You had to formulate research questions related to each of the selected four domains. These
research questions should differ from the sub-issues. There has to be a logical link between the
research questions, assumptions, goal, objectives and the sub-issues. Study Du Plooy (section
2.4―2.4.4, 5.3 and 6.6).

Research questions are questions that you will ask in an attempt to help you find answers to the
main research issue. Research questions guide the research and actually indicate what it is that
you want to determine by conducting the research. These questions have to be answered later
(see the portfolio mark scheme) and you have to have evidence in support of the findings and
answers related to them. Your four research questions have to differ from your sub-issues.

To formulate the research questions you need to take the sub-issue and then use the 5Ws+1H
(What? When? Where? Why? Who? How?) You must make sure the question is directly related
to the problem to be resolved and correlates with the assumption and the sub-issue.

You had to formulate 4 research questions related to the goal, objectives, assumptions and sub-
issues. Research questions have to differ from sub-issues. These are the questions that your
research will answer and need to be phrased as the overarching questions which will guide the
research accordingly. The research method that you will be using will also guide the nature of
your questions.

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Examples

 Topic 1 – Audience Reception

How relatable is the coverage of gender-based violence and femicide to the average reader of
the publication?

 Topic 2 – PR Audit

What is the difference between the organisations corporate internal image and external image?

4.9 Theoretical Approach

The theoretical approach required that you discuss theories relevant to your research. It is
important to remember with which sub-disciplines of communication science you are dealing.
The theory you identify as being most relevant to your investigation should fall within one of
these sub-disciplines. As a third-year student, you should by now be able to draw on a broad
body of knowledge on applicable and relevant theories.

Theory is the backbone of any research project. By studying the theory one becomes
acquainted with what research has already been done by others on your issue, and where
possible gaps for further research are. One can also see what findings emanated from previous
research and which research methodology was used by various researchers. If no theory is
available, one usually operationalise concepts. That means you define what each concept is so
that everyone reading your study will understand what you understand.

According to Du Plooy (2009) theory has two important functions in research, namely;

 Theory helps to provide a framework for structuring the research process.

 Theory helps to explain what has been found in the data that was collected.

In this case the theoretical approach required that you discuss theories relevant to your
research. It is important to remember with which sub-disciplines of communication science you
are dealing. The theory you identify as being most relevant to your investigation should fall
within one of these sub-disciplines. As a third-year student, you should by now be able to draw
on a broad body of knowledge on applicable and relevant theories.

Do your own searches on the Internet (google scholar), visit a library or source relevant books,
and consider prescribed study material that you have used for other modules since they can be
useful in deciding on a theoretical approach (you have to incorporate the detail of three
additional sources in both assignments 01 and 03). The Agenda Setting Theory, Audience and
Reception Theory, Framing Theory and Systems Theory which are typical examples of theories
that could be discussed under this heading and should be linked to your overall argument.

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You also needed to define or explain the theory you used in your specific research option and
operationalise them. When you operationalise the theoretical framework, you needed to
discuss how you will be measuring the hypothesis throughout your research process by using
your chosen theory. You need to demonstrate with examples of how you will use the Thurstone
Scale or the Likert Scale and the Guttman Scale to measure the responses to the
questionnaire/surveys/interviews/focus groups.

Remember that the focus is conducting audience reception analysis to test the users and
gratification of the audiences and ultimately create an audience profile, or to conduct a public
relations audit to study the organisations internal corporate image verses the external view of
the organisation’s image NOT the measuring of femicide in South Africa or making speculations
about the nature of the abuse in relationships. When you operationalise you need to measure
the theory.

5 FREQUENTLY ASKED QUESTIONS

In this section we deal with the most frequently asked questions and enquiries which we
received in the past, and in anticipation of you raising similar points, we share these
enquiries and our feedback (to those students) with you.

It is possible that you may find questions and answers relating to tasks that are not currently
applicable. You can take note of the feedback since it may be applicable to some of the current
tasks. Detail relates to different tasks in the study material.

5.1 Study material, closing dates, examination and general enquiries

I don’t have all the study material

Student:
I have not received all of my study material and cannot do Assignment 01.

Feedback:
You can access the study material on myUnisa under Study MateriaI. All the guidelines for the
assignments and the portfolio are in Tutorial Letter 101.

No prescribed book

Student:
I am struggling to get hold of the prescribed book. Can I do the assignments and portfolio
without it?

Feedback:
No, you need the prescribed book in order to do both the assignments and the portfolio. Please
contact the publisher (JUTA) and ask them for a speedy delivery.

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 Closing dates of assignments and the portfolio

Student:
When are the closing dates for the assignments and the portfolio?

Feedback:
All the closing dates per Semester (together with the unique assignment applicable to each
assignment and the portfolio) are listed in Tutorial Letter 101. We even provide the closing date
for the supplementary/aegrotat examination as well. Please note that we do not have any
additional examination opportunities other than the official closing dates as stipulated in Tutorial
Letter 101.

No venue-based examination? What then?

Student:
I hear that we do not have a venue-based examination in this module. How are we then
assessed for examination purposes?

Feedback:
That is correct because in this module you have to physically conduct research on the topic
addressed in Tutorial Letter 101, compile a portfolio, and present that as evidence of the work
done. Assignment 01 forms the first part of the portfolio (and addresses the planning phase; or
the theoretical phase of the actual research to be done for the portfolio). You also have to use
the mark scheme made available and present Assignment 01 and the portfolio according to
these headings. Each heading has a number of criteria listed which are each worth 5 marks.
That means the information provided under each heading has to be related to your research
and be of such magnitude that it will get you five marks per sentence (under each heading)
starting with a capital letter. Your portfolio which has to be submitted, replaces the venue-based
examination.

Examination opportunities

Student:
It is believed that students get two examination opportunities. Is that correct?

Feedback:
If a student meets the minimum requirement of the subject in terms of admission to the
examination (submitting assignment 01 before the due date) that student is eligible to hand in
the portfolio for the assessment at the end of the Semester in which the student is registered.

If you fail the module, you are entitled to a supplementary examination if you qualify for one
(meet the sub-minimum requirement as stated and applicable to COM3706).

You will be granted a supplementary examination if the requirements are met, but do note that a
fee is payable for supplementary examinations.

Students who are granted an aegrotat examination will also be able to utilise the second
examination opportunity. Please note that it is not about the number of times you actually wrote
an examination but about the consecutive examination opportunities granted by the university. If
you fail the module in the supplementary (or aegrotat) examination (in other words after two
consecutive examination opportunities), you will have to re-register for the module for the next
Semester and pay the full registration fee applicable.

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Examination date

Student:
I do not find the examination date listed in the University time-table. Where do I find the
examination date(s)?

Feedback:
The examination dates are not listed in the University’s time-table, because in this module you
are doing what is called a non-venue linked portfolio examination.

In other words, you do not go to an examination centre to sit and write and examination.
(Examination dates listed in the University’s time-table are those that are venue linked and for
which UNISA has to reserve dates, times and venues in advance). Your closing date for the
submission of your portfolio for examination purposes (in each Semester) is printed in Tutorial
letter 101.

Aegrotat and special examination

Student:
What happens if I am ill prior to or on the day when the portfolio has to be submitted?

Feedback:
That is unfortunately bad since you should have started working on the portfolio at least two
months prior to the examination date. You then have to hand in whatever of the portfolio has
been completed. In the event of something serious, such as being hospitalised or a death in the
family, you have to submit the necessary documentation to the Examination section and request
a supplementary examination.

Aegrotat /supplementary examination and study material

Student:
I qualify for an aegrotat/supplementary examination but have received no study material from
Unisa. How do I know what to do?

Feedback:
Students who qualify for an aegrotat/supplementary examination do not receive any study
material from Unisa. There is also no formal communication from Unisa in this regard. You have
to use the study material of the previous Semester (your last registration). All the requirements
and closing date for submission of the portfolio are stated in Tutorial Letter 101, and the content
of the portfolio which has to be revised, is the same as that which you failed.

I don’t know where to start or what to do

Student:
I have no clue what to do in this module or where to start.

Feedback:
It is suggested that you read through Tutorial Letter 101 on more than one occasion. Make a
distinction between administrative information and academic information.

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Then distinguish between (1) the assignments; (2) the portfolio; (3) the relation or link between
assignment 01 and the portfolio. Use a different highlighter for each of these topics and make
sure you know what each entails, requires, mean or contribute, AND when their respective
closing dates are. By the third time you read through the tutorial letter, you focus on Assignment
01 ONLY. Make sure you know what is required, what assistance is provided in each of the
documents, understand the concepts, and get a mental picture of what has to be done.

Some students may want to complete one assignment at a time; others may have a different
pattern. Apply the same principle for assignment 02 and the portfolio. Please bear in mind that
the portfolio is an “extension” of Assignment 01 and you need to see what the portfolio entails
and requires before you do Assignment 01. Most importantly: ask the lecturers for help the
moment you get stuck.

When to start

Student:
When is a good time to start with the assignments and portfolio? I have never registered for
normal modules and portfolios in one Semester. Do they require the same amount of time and
work?

Feedback:
It is strongly recommended that you start with the reading and preparation for Assignment 01
and the portfolio as soon as you receive the study material. Semester modules with a venue-
based examination are totally different from modules which comprise of a portfolio. Portfolio
modules generally take much more time, have more reading to do, and one very often has to do
background reading in order to understand scientific research concepts and research
methodology before being able to apply them successfully (especially if one has not been
exposed to them before).

Help at regional centre?

Student:
Thank you for replying to my previous e-mail. At the moment I am feeling very despondent and
am struggling with both the assignment and the portfolio. Is there someone at the Cape Town
UNISA centre that can help me?

Feedback:
Unisa unfortunately does not offer additional classes. Please join the E-tutor group to which you
have been assigned online. You are also strongly advised to approach a lecturer and to send an
e-mail in which you indicate what help is required. That is why we teach and we cannot assist
anyone if we do not know who is struggling with what. Also remember to read the discussions
on the different forums on myUnisa regularly. You will be surprised to see how actively and well
our students participate.

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myUnisa access problems

Student:
I cannot access myUnisa at all. What now?

Feedback:
Send an e-mail to mylifehelp@unisa.ac.za as soon as possible as academics do not have
access to that system and cannot assist you in this regard. Ensure to have ONLY your student
number in the Subject field. Your enquiry will then receive attention immediately. Put the
problem forward in a concise manner.

How soon can we expect a response on myUnisa?

Student:
If I make a posting on myUnisa, will I get an immediate response?

Feedback:
That depends on when the posting was made. We try to access myUnisa on a daily or weekly
basis (student participation very often dictates the interaction). If you urgently need an answer to
a question posted on myUnisa, please send an e-mail to a lecturer.

No response to enquiries

Student:
I have sent an e-mail enquiry to a number of lecturers but have to date had no response. Who
can now assist?

Feedback:
Please do not send the same enquiry to more than one lecturer. Only the recipient whose name
appears first will and should respond. Are you sure that the e-mail address is correct, and that
you have contacted the correct lecturer? Please check the relevant detail in the tutorial letters.

If you contact a lecturer and receive no response within a week, please send an e-mail to the
module coordinator. If the module coordinator does not respond within five days, you can
contact the head of the department.

Afrikaans and English language

Student:
I am Afrikaans-speaking, but find it easier to use English terms, such as “sampling”. Can I use
both Afrikaans and English in the portfolios?

Feedback:
No, please use one language in your reports. The current policy is that English is the language
of tuition.

17
 This is my last outstanding subject

Student:
I have failed the module and need only this module in order to graduate. Can someone please
assist me to pass this module and graduate?

Feedback:
If you have only this module outstanding and it prevents you from graduating, you are known as
a F1 student. Read What to do if I fail the module in Tutorial Letter 101 as soon as possible after
the examination and follow those guidelines.

You will note that you are required to revise and improve the same portfolio (under guidance of
a lecturer) and that you have to contact a lecturer with this detail as soon as the examination
results are released. A one-on-one system will come into effect where Individualised assistance
and feedback is provided. You are required to utilise this option as early as possible after
release of examination results to ensure you complete the revised portfolio well in advance of
the re-submission date.

Please also consider the fact that some of you may want to register for other modules in the
next Semester, or even for Honours. You CANNOT register for Honours if your degree has NOT
been completed, and we do NOT compromise standards. If you want to graduate, you have to
meet the minimum requirements applicable to the module and pass the module with 50%.

Cancellation of the module

Student:
Due to unforeseen circumstances I want to cancel my registration and re-register in the next
Semester. What do I do? Will the tasks for the next Semester be the same because I would like
to work on the tasks in the mean time?

Feedback:
Please inform the Registrar (Academic), PO Box 392, UNISA 0003 that you will not be
submitting your examination portfolio for COM3706, together with your personal details,
especially your student number. You should also use the my Studies @ Unisa brochure and
send an e-mail in this regard to the section dealing with admissions.

The tasks for this Semester may be different in the next Semester. As you are living abroad,
keep in mind that the moment a tutorial letter is sent to UNISA’s Departments of
Production/Despatch it is also placed on myUnisa. Therefore, if you have access to the Internet
and myUnisa, you can access the contents of tutorial letters electronically and need not wait
until the printed copy reaches you via the postal system.

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 COM3706/102/3/2020

Why do I still fail?

Student:
I used the same headings as provided in Tutorial Letter 101 for both my Assignment 01 and the
portfolio and I have still failed the portfolio. That is despite getting 80% for my Assignment 01.
Please help, I do not understand.

Feedback:
This comment is heard annually, and when a student has to revise the portfolio, we sometimes
find that the ones making these claims re-do the same document and thus not meet the
minimum requirements! There could be many reasons why you pass the assignment but fail the
module.

Some could include

 that some students do not add the headings applicable to the portfolio to those of
Assignment 01. They only submit headings 1 ̶ 9 and regard that as the portfolio
 some students do not pay attention to any comment made by a lecturer, nor do they make
any corrections to Assignment 01
 some students hand in the same document which they handed in and failed in the
previous Semester, WITHOUT adjusting or improving previous information!
 that you had two opportunities (with extensive guidance and feedback as well as
answers up-front) to do well in Assignment 01. Answers to the portfolio headings differ
from one person to another, and we provide generic guidelines and answers to assist
you with the portfolio
 did you use all the guidelines and advice provided in the Semester when doing the
portfolio?
 have you taken note of the important detail relating to the portfolio which we have
posted on myUnisa?
 did you address all the aspects listed under each heading and provide enough
information to warrant five marks per bulleted heading?
 do all the answers relate to the ONE theme of the main research issue?
 You need to remember that
 only 80% of the marks obtained for the portfolio, contribute towards the final mark of
the module. That means you have to have a very good Semester mark from
Assignment 02, and obtain at least 60% in the portfolio to pass the module
 the lecturers use the mark scheme, discussion class notes and the extensive feedback
which we provided in Tutorial Letter 202 (and posted on myUnisa) when we do the
assessment of portfolios.

A good mark in Assignment 01 does not guarantee that you will pass the module. Please look at
the headings on the mark scheme which are applicable to the portfolio. More than half of the
marks awarded for the portfolio relate to the headings applicable to the last part of the portfolio.

19
 Semester mark

Student:
What is a Semester mark and how or why does it benefit me?

Feedback:
The Semester mark consists of 20% of the mark you obtain for Assignment 02. That portion of
the 20% mark contributes towards your final mark for the module (50% needed to pass the
module), and the other 80% needed consists of the mark obtained for the portfolio. That means
that 20% of the mark obtained for Assignment 2 PLUS your mark out of 80% obtained for the
portfolio are added together to get your final mark for the module at the end of the Semester.

It needs to be recorded that a Semester mark is very important because it can make a
difference between failing and passing the module. It is well worth doing Assignment 02, even if
you do not do as well as you would like. A few marks can make that difference.

Sub-minimum

Student:
What is the sub-minimum?

Feedback:
There is a 40% sub-minimum mark applicable to this module. That means you HAVE to get at
least 40% in the portfolio in order for your Semester mark to be added to your final mark. The
same principle applies if you fail the module (in order to become eligible for a supplementary
examination).

Online marking

Student:
We have been told that Unisa uses online marking. What does this mean?

Feedback:
It means that you can submit assignments via myUnisa in MSWord or pdf. Format. These
assignments and portfolios are sent to academics via computer, assessed electronically and
returned to you electronically. Once the assignment has been marked, it is returned to the
Assignment section which records the mark on myUnisa and it is returned to you electronically.
You are thus able to see the document, mark and comment in the assignment on myUnisa.

5.2 Assignments

Submitting assignments via myUnisa

Student:
How does one submit assignments via myUnisa?

Feedback:
There are a number of steps to follow when submitting an assignment via myUnisa.

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 COM3706/102/3/2020

Please ensure that you follow them all and receive the Assignment Submission report.

 Go to myUnisa
 Log in with your student number and password
 Select the module from the orange bar
 Click on assignments in the left menu
 Click on the assignment number you want to submit
 Follow the instructions.

The following information has been made available by the Assignment section and can only be
used by students who have registered as users on myUnisa.

Find the course code

1 Find the course code of the assignment your want to submit in the Course column
2 Find the corresponding number of the assignment, e.g. 2 in the Ass. No. column
3 To save time online, you should have the answers to your assignment ready beside you
(and preferably have a hard copy as well)
4 Click on the Submit link in the Action column next to the assignment number.

Step 1:
Enter the total number of questions required for the assignment

Enter the total number of questions for your assignment in the Number of Questions field
Click on the Continue button.

Step 2:
Fill out multiple-choice question answers

1. The number of questions requested in the previous step will now be displayed with five
answer options next to each question. Please note that each row represents a question in
your assignment.
2. Click on the radio button [the small circle] that corresponds to your answer for that
question
3. Click on the Continue button to move to step 3
4. If you want to restart the assignment, click on Clear Form to remove all your selections
and start from new.

Step 3:
Verify the answers to your multiple-choice assignment

This screen presents a summary of all your answers. Use it as a final check.

5. Click on the Continue button to submit your assignment. If you do not click Continue, no
submission action will take place
6. If you want to redo the answers to the assignment, click Back to go back to the
previous step.

21
Step 4:
Assignment submission report

This is your proof that your assignment was submitted. It is advisable to print this page for your
record purposes.

7. Click on the Return to Assignment List button to go back to the Assignment overview
screen.

If the Assignment section requests you to resubmit a MCQ assignment, you need to
take note of the following and then follow these steps:

Conditions for resubmission of an assignment

1. The resubmission process now replaces the previous “cancellation request” process
2. Only assignments that were submitted online can be resubmitted. Assignments placed in
assignment boxes or mailed to Unisa, do not qualify for online resubmission
3. You will only be allowed to resubmit an online assignment if that assignment has not been
processed for marking. Also, be aware of the due date for each assignment
4. Resubmission of an assignment replaces your previous file. You cannot revert back to a
previous assignment submission
5. There is a limit on the number of times you will be able to resubmit the same assignment.

Find the course code

6. Find the course code of the assignment your want to resubmit in the Course column
7. Find the corresponding number of the assignment, e.g. 1 in the Ass. No. No. column
8. To save time online, you should have the answers to your assignment ready beside you
(as well as a hard copy thereof)
9. Click on the Resubmit link in the Action column next to the assignment number
10. If the Action link has changed to Closed you will not be able to resubmit the assignment.

Step 1:
Enter the total number of questions required for the assignment

11. Enter the total number of questions for your assignment in the Number of Questions field
12. Click on the Continue button.

Step 2:
Fill out multiple-choice question answers

The number of questions requested in the previous step will now be displayed with five answer
options next to each one. Please note that each row represents a question in your assignment.

13. Click on the radio button [the small circle] that corresponds to your answer for that
question
14. Click on the Continue button to move to step 3
15. If you want to restart the assignment, click on Clear Form to remove all your
selections and start from new.

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Step 3:
Verify the answers to your multiple-choice assignment

This screen presents a summary of all your answers. Use it as a final check.

16. Click on the Continue button to submit your assignment. If you do not click Continue,
no submission action will take place
17. If you want to redo the answers to the assignment, click Back to go back to the
previous step.

Step 4:
Assignment submission report

This is your proof that your assignment was submitted. It is advisable to print this page for
your record purposes.

18. Click on the Return to Assignment List button to go back to the Assignment overview
screen.

In the event of your experiencing problems with the submission of assignments via myUnisa,
please send a SMS to 43582 and ask for assistance, or send an e-mail to
mylifehelp@unisa.ac.za. Please read the information in the box above Section 2 in this tutorial
letter.

The post office is on strike!

Student:
I posted my assignment to Unisa before the closing date, but the post office is on strike. Am I
going to be penalised if my assignment reaches Unisa too late?

Feedback:
This is precisely why we advise NOT to use the post office for any submissions. Apart from the
strike, it is also a HUGE risk to submit assignments through the post office because if the post
office does not deliver your assignment to Unisa and you have no proof of submission, what
then? Rather submit the assignments and portfolio via registered mail (and obtain a track-and-
trace number) or via myUnisa. Please read the detail on Unisa and partnerships and make use
of one of those possibilities. Just get physical evidence of submission (such as name of
institution, official stamp with date of submission).

Feedback on assignments

Student:
Will we get feedback on assignments?

Feedback:
Yes, on the assignments, but not on the examination portfolio.

23
Feedback not received or received too late

Student:
I did not receive my feedback on Assignment 01 in time and cannot start with my portfolio. Am I
going to get an extension on submission of the portfolio?

Feedback:
You can start with the portfolio without the feedback on assignment 01. Use the mark scheme
with requirements in TL 101, the additional notes in TL 102 and the extensive feedback in TL
202 (or as posted under Discussions on myUnisa). All study material is also available
electronically under Study Material.

We strongly advise students to use the documents and information which we provided while
waiting for the marked assignment with comment to be returned to you. Do the portfolio as soon
as possible after completing Assignment 01, and once you receive the marked assignment, see
what still needs to be updated and make the minor changes. This way of working will allow you
ample time to ask questions and seek assistance and clarification if needed. It will also ensure
that you are able to spend enough time on COM3706 to get the portfolio done.

Delays come with assignments posted to Unisa because they are retuned by normal post and
Unisa can unfortunately not accept responsibility for any postal delays or strikes. You cannot
wait until you receive the marked assignment back and then start with the portfolio.

When will I get my assignment marks?

Student:
I submitted my assignments well before the closing date and I still have not received my marks.
When can they be expected?

Feedback:
As soon as an assignment has been marked, it is sent to the Assignment section so that they
can record the mark and return the marked assignment back to you. These two actions take
place simultaneously. Check myUnisa regularly and make sure Unisa has in fact received the
assignment.

Extended submission date for Assignment 01

Student:
Unisa has extended the date for submission of Assignment 01 yet in Tutorial Letter 101 we are
urged to hand Assignment 01 in by the closing date listed there. Which date should we adhere
to and why?

Feedback:
Our closing dates as per Tutorial Letter 101 have all been planned to ensure that you get the
marked assignments back in time to use the comment in them when starting with the portfolio
(and to leave enough time for you to do the portfolio and ask for help). We urge you to please
submit on or before our published dates as per Tutorial Letter 101.

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 COM3706/102/3/2020

These published dates have also been determined in conjunction with closing dates for other
modules which we are involved in, to fit in with our teaching programme, to ensure we pay equal
attention to all the modules and students allocated to us, and to enable us to finish all our
marking of assignments in each module as scheduled and in time. If you hand Assignment 01 in
later than the dates published in Tutorial Letter 101, there is NO guarantee that you will get the
feedback before the portfolio is due, and we cannot accept responsibility for that delay.

Addenda to Assignment 01

Student:
I am attaching my survey and letter of approval to conduct the research to Assignment 01 so
that you can see whether I am on the right track.

Feedback:
NO, please do not do that. There are NO attachments applicable to Assignment 01, and we can
only award marks for the criteria as listed on the mark scheme made available to you.

You have to include the relevant addenda as required on the mark scheme for the portfolio.

Keeping duplicate copies

Student:
Why do we have to keep duplicates of all documents submitted, especially if we submit
electronically?

Feedback:
Anything can go wrong and if no copies are available on request, Unisa will not be able to assist
you, and you will not be allowed to redo and re-submit the portfolio. It is essential and necessary
to keep copies of everything submitted to the university.

Apart from that, if you fail the module and have to revise the portfolio, you are supposed to use
the same portfolio submitted (for revision and improvement) and the same survey.

Good assignment mark but failing the portfolio

Student:
I received a very good mark for my assignment 01 (76%). Despite this, I still failed the portfolio. I
thought that if I do well in the assignment I will pass the portfolio fairly easily. Why not?

Feedback:
Well, if you look at the marks and number of headings and sub-headings applicable to the
portfolio (totalling 65 marks), you will note that more than half of the marks on the portfolio mark
scheme are awarded for the data-collection, data analysis, findings, and conclusions.

The theoretical information in assignment 01 also has to relate to the detail provided in the
portfolio headings, and there has to be evidence of research actually being done. If there is no
logical link between all the issues listed on the mark scheme and the main issue, your marks will
reflect that.

25
You cannot take it for granted that a good mark in assignment 01 will ensure that you pass the
portfolio. One can see why the portfolio headings carry the highest marks and you need to
remember that you only have one opportunity to do the portfolio headings, and that you do not
receive any feedback or comment on your attempt (as with Assignment 01) before we assess
the portfolio.

Furthermore, you must also remember that only 80% of the mark you obtain in the examination
(for the portfolio) is applicable, since the other 20% comes from the Semester mark. With
assignment 02, 20% of the mark that you are allocated for the assignment is your Semester
mark.

5.3 Portfolio

Format and presentation of the portfolio

Student:
Is there a standard format as to how the portfolio should be set out?

Feedback:
Yes, the document has to be submitted according to the headings provided in the mark scheme.
Tutorial Letters 101 and 102 contain all the requirements. The mark scheme is in TL 101 and
the additional detail, such as guidelines, acceptable document format, the font type and
typography, length and size of the document, as well as no zip files allowed, are in TL 102.

Format and presentation of the portfolio

Student:
If I use my individuality with regard to the presentation of the portfolio, will I be penalised?

Feedback:
Yes, please refer to the criteria on the mark scheme as well as the requirements relating to the
technical requirements as set out in TL 102. Your portfolio represents a scientific document and
we have used scientific headings applicable to writing a report of this nature.

We can only award marks for that which is asked on the mark scheme.

Format and presentation of the portfolio

Student:
In a previous e-mail to me, you mentioned that abbreviations of the word “advertisements” (ads)
cannot be used, and if it is, will I have marks deducted? Are there any other points that I should
keep in mind with regards to the technical presentation or any other aspect?

Feedback:
You will be penalised because contractions and home-made abbreviations are not acceptable
as an academic writing style. Refer to section 7.5 in the prescribed book, where requirements
are addressed. Also refer to the criteria for the technical presentation, as set out in TL 102 and
CMNALLE.

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Format and presentation of the portfolio

Student:
I would like to know whether you will allow me to proceed with handwritten assignments and
material for the portfolio examination, since I do not have typing or computer facilities.

Feedback:
You are welcome to present your portfolio tasks (and assignments) in handwritten form.

Please make sure that your handwriting is legible. Take note of the technical requirements
differing for handwritten as opposed to typed documents as well as the maximum length of the
portfolio.

Paper used for portfolios

Student:
Must I use the assignment paper provided by UNISA, or can I use other A4 paper?

Feedback:
Either can be used.

The length of portfolios

Student:
I am concerned about the magnitude or ideal length (pages) of each task. Please enlighten me
in this regard.

Feedback:
A maximum of 35 typed pages (addenda included) and 40 hand-written pages (addenda
included) per portfolio is permitted.

Please note that length or size does not matter in this regard: quality does. What you write as
answer under each bulleted heading is of importance, not how much you write, quote or repeat
text.

Submission date

Student:
I live in London and I received the study material late. Can I please have extended time for the
submission of my portfolio?

Feedback:
An examination date cannot be moved. We can therefore not give any extension for submission
of the portfolio. One main reason for this is because all the examination results have to be
released by a specified date which implies all the marking and administration related to the
examination also has to be completed by a pre-determined date.

27
Table of contents

Student:
I am not sure how to compile a table of contents for the portfolio for examination purposes.

Feedback:
The headings that you use have to reflect those used on the mark scheme.

The headings in your portfolio are reflected in the ToC (table of contents), for example:

Task 5.10

AUDIENCE RECEPTION ANALYSIS/PR AUDIT PAGE

DECLARATION 22

1 MAIN RESEARCH ISSUE 23

2 THE EXTENT OF THE RESEARCH ISSUE 23
3 POPULATION 23
4 ASSUMPTIONS AND SUB- ISSUES 23
5 GOAL AND OBJECTIVE(S) 23
6 RESEARCH QUESTIONS 23
7 THEORETICAL APPROACH 24
8 RESEARCH DESIGN 24
9 DATA-COLLECTION METHODS AND TECHNIQUES 25
10 DATA ANALYSIS 28
11 FINDINGS 30
12 CONCLUSIONS 32
13 SELF-ASSESSMENT AND SELF-REFLECTION 34

SOURCES CONSULTED 35

We recommend that you not number sub-headings, but that you use bullets for these headings
in-stead. One reason why we make this recommendation is to limit the length of the ToC.
Please note that DECLARATION is the first entry on the ToC and it requires a page number.

Submission of portfolios

Student:
Can I submit my portfolio via electronic mail?

Feedback:
Not electronic mail (such as e-mail) but electronically, yes. You should use myUnisa. Scan all
addenda before including them in your portfolio. Also read the detail on myUnisa with regard to
re-sizing your document. Everything has to be submitted as ONE document, meeting the 10MB
size restriction.

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Submission of portfolios

Student:
I have submitted an incomplete portfolio and want to re-submit.

Feedback:
That is unfortunately not possible. You are allowed only ONE submission per assignment
number. Please make sure that you submit the correct document and only one document before
pressing the final button (if submitted electronically), or before you send the document via
registered mail.

Submission of portfolios

Student:
I forgot to include my addenda and want to send them afterwards but cannot do it via myUnisa.

Feedback:
It is extremely important that you ensure that you have included the addenda before making the
final submission on myUnisa. It is impossible for us to link any documents once you have made
a submission, and Unisa systems do not make provision for submission of more than one
document per assignment number. Please check that you have included everything before you
submit the final document.

Submission of portfolios

Student:
My portfolio is too large to submit via myUnisa. What do I do now to submit the document?

Feedback:
Unisa systems allow documents up to 10Mb in size. If your document exceeds that size, you will
have to revise and scale down. Delete all unnecessary texts (quotes) and spaces in the
document; check the letter type used, remove all colour and blocks around any text. You should
be able to submit the document with the addenda with relative ease once all this has been
done.

Submission of portfolios

Student:
I have been unable to complete my portfolio before the due date as a result of work
commitments. My company has sent me to India during the Semester and I do not have enough
time now to do the portfolio and pass the module. Is it possible to transfer my studies to the next
Semester?

Feedback:
It is unfortunately not possible to transfer your studies from one Semester to another. If you
cannot complete the portfolio and hand it in on or before the due date, you will unfortunately
have to re-register for the module for the next Semester and pay the applicable registration fee
again. Your academic record will also reflect Absent from examination.

29
In Tutorial Letter 101 we suggested that you draw up a schedule reflecting important dates and
deadlines for all the modules which you have registered for. Planning is unfortunately part of
studying and we cannot assist in that regard.

Submission of portfolios

Student:
I had to complete my portfolio for another subject and am not able to do the COM3706 portfolio.
What now?

Feedback:
You will have to re-register for COM3706 for the next Semester. It is with sadness that we look
at a message such as this one because it indicates that our module is less important than
another one. What a pity, because we put in a huge effort to ensure that you get all the advice,
assistance, even answers and enough guidance before submitting the portfolio. We also feel
that we provide ample guidance and numerous requests for students to work diligently and
ensure that they get the portfolio done and out of the way. There are of course students who do
not pay attention to any requests or warnings. They leave Assignment 01 and the portfolio until
last, and then discover they are not familiar with the concepts, research terminology or
methodology. By that time it is too late to be successful, and these students label COM3706 as
being a “difficult module.”

xxx on myUnisa after submitting the portfolio

Student:
I have submitted my portfolio but now xxx appears in the column where the mark should be
reflected. What does this mean?

Feedback:
Once the Assignment section receives a portfolio, it has to be recorded electronically. The xxx
means the mark is not available yet and it will change once the Dean has signed off the marks
(once we have completed the marking), and as soon as Unisa has recorded and releases the
examination results.

Posting of portfolio tasks

Student:
I would like to find out if I can use the UNISA assignment boxes to send through my COM3706
portfolio?

Feedback:
We recommend that you NOT do so. In the past a number of portfolios “went missing” in the
postal system. Rather submit via myUnisa or register your examination portfolio (send it via
registered mail and obtain a track-and-trace number at the post office) so that you have an
official record of its submission. Please (always) keep a copy of all and any documents sent to
Unisa.

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SMS stating assignment or portfolio has been cancelled

Student:
I have received an SMS indicating my assignment/portfolio has been cancelled. Why and what
does this mean?

Feedback:
Academics do not receive copies of any SMS messages sent to any student, nor are we
informed that or why they are sent. If you receive such an SMS, you need to contact the
Assignment section immediately (012 429 2986). Academics do not have access to those
administrative systems and cannot assist you.

Submitting duplicate documents

Student:
I want to make double sure that Unisa has received my portfolio and have therefore submitted a
copy via myUnisa, but I have also posted another copy. Please mark the posted copy.

Feedback:
Please do NOT submit more than one copy of a document (irrespective of how it is done). We
mark the first copy received and can unfortunately (with the current system in use) not search
for documents which have already been distributed to markers. Duplicate copies are not marked
as Unisa only registers one document submitted per assignment number.

Has Unisa received my document?

Student:
How do I know that Unisa has received my assignment or portfolio?

Feedback:
You can check that on myUnisa. If the PROCESSED column has a date in it, that date
represents the date when Unisa received your document. If you did submit a document and
there is no date recorded in this column, you have to take the matter up with the Assignment
section as soon as possible. You can send them an SMS or e-mail. Their contact detail appears
in my Studies @ Unisa.

If you submitted your assignment or you posted it to Unisa, you need to see the red light and
hear our warnings as to why the assignment and portfolio should not be posted or submitted in
a Unisa post box.

31
Examining portfolios

Student:
Another area of concern is that if the different lecturers have different ideas as to what is
expected, one lecturer might fail a portfolio, which another lecturer would probably not. Is this a
realistic concern?

Feedback:
All the examiners use exactly the same mark scheme, discussion class notes and the tutorial
letter 202 with the extensive feedback. All these documents have been made available to you.
Apart from that, the module coordinator does training with markers in every Semester,
irrespective of how long they have been marking. During the Semester all the issues which
students bring to the attention of the module coordinator are discussed with the markers. In
some instances, a student may even be requested to send the module coordinator a scanned
copy of a marked assignment. This enables the module coordinator to take matters of concern
up with the responsible marker, and to use that document when training other markers. Any
student who has an issue with regard to consistency of marking is welcome to approach the
module coordinator.

The module coordinator does moderation at random as the examination process proceeds. A
sample of portfolios marked by each lecturer is drawn and assessed in order to verify that the
assessment is reliable and if you were to fail, we would therefore be able to motivate how marks
were allocated.

In addition to your portfolios being examined by a panel of first examiners, a second external
examiner, (expert from another university) re-examines a representative randomly drawn
sample of portfolios from the lowest to the highest marks obtained (an equal number of marked
portfolios from each examiner is drawn and submitted to the external examiner).

These randomly selected portfolios are also assessed by the module coordinator prior to being
presented to the external examiner for assessment. This means that the assessments done by
the module coordinator are also under scrutiny of the external second examiner.

Portfolio failed as a result of plagiarism

Student:
It has come to my attention that I failed the portfolio in the previous Semester. I cannot
understand this, because we were four in a group who worked together and ensured that all our
information was the same, met the requirements and were complete. Despite all our efforts, I
learnt that I was marked down because of plagiarism. Why was this done?

Feedback:
If you work in a group (which we do encourage), please ensure that you do not submit “group”
portfolios (in which exactly the same topic is being researched and reported in exactly the same
way). The work done by each individual has to be unique, your own work and words.

We cannot award marks to students who represent the same detail, or who quote and not
acknowledge sources.

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Please be very careful and pay specific attention to all warnings related to plagiarism ̶ especially
with regard to Internet plagiarism. Students tend to think they will not be caught out, but
academic institutions use computer programmes which can detect Internet plagiarism.

Severe disciplinary action will be taken if your work is the same as that of another candidate, or
if you commit plagiarism and do not acknowledge all the sources used in any and all of your
studies. Such action will not only be detrimental to your current studies, but also to the
possibility of future registrations as a student. If you are found guilty of plagiarism, you can be
suspended from continuing your studies at any academic institution anywhere in the world.

It is simply not worth it.

Portfolio returned

Student:
I want my portfolio back after the examination please.

Feedback:
That is unfortunately not possible since the Department of Education requires that Unisa store
all portfolios for at least three years. You can, however, approach the Examination section, pay
the applicable fee and ask them to make you a copy of the portfolio. Please note no marks;
comment or mark scheme is included in that copy.

We ask that you keep a copy of all submission made to Unisa. Please keep more than one copy
(especially if you work electronically) since anything can go wrong with your computer or
storage device.

5.4 General subject-related enquiries

Research issue — “effects” or “effectiveness”

Student:
I was criticised for using “effects” or “effectiveness” in the formulation of my research issue.
Why?

Feedback:
If you used the terms “effects or “effectiveness” in your issue formulation you would have had to
formulate cause-and-effect research issue, with the objective of measuring the effectiveness of
X on Y.

In general, these formulations demonstrate that students do not understand the implications of
wanting measure the “effectiveness” of an independent variable (or variables) in relation to a
dependent variable (or variables). In other words, students do not realise that these implications
include conducting pre- and post-tests as a research design; formulating explanatory objectives
(not exploratory or descriptive objectives); formulating hypotheses (not research questions); and
that the time-dimension would obviously have to be longitudinal (not cross-sectional). In other
words, when using terms, such as “effectiveness’ (or effects, or impact, or influence) you are
addressing cause-and-effect relationships which can only be researched over a long period of
time.

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The term “effective” is used in Tasks 2.3 and 6.9 (previously available as an option), but in
neither instances are they formulated in cause-and-effect relations. If you turn to the study guide
page 52 you will read the following: “The research issue is that we are not sure of the
effectiveness of the course — that is, whether it meets teachers’ needs and whether it should be
revised”.

The following is specified on page 53, at the top:

“Please note that, in view of the fact that independent and dependent variables are not being
tested in our example, they are not included in our issue formulation”.

The objectives are in other words to explore and describe effectiveness in terms of teachers’
needs (not explanatory objectives to measure cause-and-effect relations).

In the case of Task 6.9 (which may not be applicable each Semester) the effectiveness of
internal communication in an organisation is again not stated in terms of any causal relation, but
specifically with reference to the current experiences or opinions, versus the ideal. The
objectives are in others words to explore and describe the current experiences versus the ideal,
or what is needed (not explanatory objectives to measure cause-and-effect relations).

Issue statement (no specific task)

Student:
What is the difference between:
 a problem statement that identifies issues, methods and where applicable actions, and
 the problem statement that meets the criteria of relevancy, researchability, feasibility and
ethical acceptability?

Feedback:
When formulating the main issue, the nature, time-dimension, action, issue and method of the
proposed research should ideally be reflected in the formulation. That tells the reader what is to
be researched and how. That complete statement, containing all five the criteria, give a once-off
overview of everything to be done in your research. The examiner will immediately know what is
to be done, why, when and how.

Research takes place within the boundaries of a particular subject or domain. Our research is in
Communication Science and we need to explain how the issue under investigation relates to
our discipline (Communication Science). Think of the type of media and the type of messages
which creative concepts convey. Publications are known as mass media and the messages are
of a persuasive nature.

We also need to explain why we think our research is feasible, why the issue warrants research
and is researchable and even more importantly, we need to indicate how we will meet the
ethical requirements in terms of our research to be done.

Please consult Du Plooy (Section 2.2), and study-read the study guide, Activity 3, plus the
feedback that follows Activity 3.

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Research issue and research questions (no specific task)

Student:
I am getting very confused between a research issue and research questions. Are research
questions those things in a study that actually appear in question form? I thought my
understanding of this concept was clear, but for some reason I am becoming very confused.

Feedback:
Please keep in mind that the main research issue need not be a “problem”, it could also be a
research “issue”. We prefer to use issue because a problem needs a solution and all research
conducted does not necessarily result in a solution.

The logical process that one follows is to formulate the research issue → population / population
characteristics → sub-problems → assumptions → research questions.

The main research issue is usually a statement which contains the five criteria. These criteria
indicate the nature of your research design (qualitative or quantitative or both), the time
dimension (cross-sectional or longitudinal), the applicable action to be performed in the
research (explore and describe in our case); the issue (identifying creative concepts with a view
of describing their characteristics), and the method (content analysis) to be used in the research
(these could be conducting interviews, observations, content analysis, or conducting a survey).

Research questions develop from or are guided by the sub-problems and assumptions which
have been formulated. The purpose of research questions is to get an answer to the main
research issue, and the sub-issues support the research questions. That is why we make such
an issue to claim that assumptions, sub-issues and research questions need to be logically
linked and they all need to relate to the main issue under investigation.

One would formulate hypotheses when testing cause-and-effect explanatory relationships

between independent and dependent variables, or one would formulate research questions,
when the objective is exploratory or descriptive. Revise the examples given in the prescribed
book and study guide.

Quantitative versus qualitative approaches (no specific task)

Student:
Can you please again explain the differences between a quantitative and a qualitative approach
to communication research?

Feedback:
These two approaches are dealt with in detail in study unit 1, please revise. Our feedback is
therefore brief.

A quantitative approach concentrates on counting whatever is being investigated. For example,

if you wanted to investigate the agenda-setting function fulfilled by a newspaper, you would
count the number of times in which a particular topic (theme, incident, issue, institution, person)
is reported over a period of time. In other words, a quantitative approach does not give one the
depth of meanings, or the nature of meanings (positive, neutral, negative) of whatever one
investigates.

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A qualitative approach concentrates on determining the quality of whatever is being
investigated. Taking the same example as above, instead of (or ideally in addition to) counting
the number of times specific topics are reported, you would analyse how the reporting is done.

For example, the way in which the 11 September attacks are dealt with could be negative,
treating them as acts of terrorism. In contrast, a press report could take an opposite argument,
criticising USA’s past actions and arguing that what took place on 11 September was justified.

Also consult our comments numbered (10), (11), and (12) as feedback on Activity 8 in the study
guide.

Extent of the research issue (no specific task)

Student:
I am not sure what is meant by “the extent” of the research issue.

Feedback:
The extent of a research issue can have different meanings, depending several variables, such
as the nature of the issue, the objective(s), whether hypotheses or research questions are
formulated and even the size and type of sample drawn. For example, if you conduct a pilot
study (that is a study on a small scale) among 20 respondents in an organisation that has 4 000
employees, then the extent will be limited to those 20 people and your results cannot be
generalised to a wider population — therefore lacks external validity. Extent can also refer to a
limited geographic area, such as investigating a research issue in one particular community or
one province and not an entire country.

Lastly, extent is directly linked to the time dimension. Section 2.5.4 in Du Plooy (2009) deals
with the factors that serve as threats to the validity of the research design and which are directly
linked to the extent of a research study (being either cross-sectional or longitudinal).

A hypothesis versus a research question

Student:
What is the difference between a hypothesis and a research question and when does one use
them?

Feedback:
A hypothesis is (1) a tentative statement about the relationship between two or more variables
that (2) predicts an experimental outcome. This relationship between two or more variables can
differ, and as a result the type of hypothesis that you want to formulate will depend on the type
of relationship that you want to measure. Types of hypotheses and types of relationships are
discussed in Du Plooy (Section 2.4.4) and in the study guide, pages 32—42.

A research question is a tentative question concerning the relationship between two or more
variables. There are various reasons for formulating research questions, rather than hypotheses
(listed in section 2.4.3 in the prescribed book). One of the main reasons that will apply in your
tasks is being unsure of the extent or nature of the research issue (relationship between two or
more variables) and/or where your objectives would be to mainly explore, rather than to
describe or explain cause-and-effect relations.

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Deductive versus inductive reasoning

Student:
How does deductive reasoning differ from inductive reasoning and when is such reasoning
appropriate?

Feedback:
Deductive reasoning begins with a general assumption and derives a conclusion about
particular instances within the initial generalisation. For example, if you were conducting a
readership study of viewers of soap operas your deductive reasoning would be based on
theoretical assumptions about viewers’ interaction with soap operas.

An example of deductive reasoning would read as follows:

Interdependent relationships exist between readers and texts.

Soap operas are texts.

Therefore, soap operas represent interdependent relationships.

Inductive reasoning is applied when analysing the responses of respondents or participants to

confirm theoretical assumptions. Such reasoning begins with particular instances (specific
responses from individual respondents) and infers general conclusions.

The reasoning would be appropriate when you use deductive reasoning when discussing the
theoretical approach to your task and inductive reasoning when interpreting data or responses
and drawing conclusions.

Inductive reasoning (no specific task)

Student:
With reference to pages 82 and 83 (or pages 86–90), the two references to inductive reasoning
are not the same. Please comment.

Feedback:
Please learn to use the correct reference techniques. Where does one find these pages 82 and
83 or pages 86–90?

“Inductive reasoning begins with a literature review of primary sources ... which will guide the
observations in our study” (Du Plooy, Section 2.5.2) ... “based on specific assumptions” [in other
words guided by the literature review] “one would start with observations and end with
descriptions of what was observed, or continue to formulate a theory that explains what was
observed” (Du Plooy, Section 2.5.3).

We think it will become clearer if you focus on the words printed in bold below:

Inductive reasoning begins with a literature review ... but it does not end there. Induction implies
a process of building theory. In other words, a researcher collects evidence and then develops
new concepts or specifies relations between concepts (based on that evidence).

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During the process the evidence is therefore generalised. However, one has to start somewhere
and that starting point is a literature review.

The process could be summarised as follows:

Do a literature review → collect the data → develop concepts or specify relations among data →
formulate general abstract statements (theories) about the evidence.

In contrast, deduction involves testing general ideas (theory), by asking whether abstract
relationships (propositions) apply to realistic, concrete communication contexts. For example,
one of my Master’s students investigated whether Afrikaans first language teenagers (the
consumers of tomorrow) watch SABCTV2; what their preferences are, why these preferences,
et cetera. Although this is a “new” research study (not done before in South Africa) the
theoretical approach which was appropriate is the uses and gratifications approach. Many
research studies have been conducted using this approach over the years.

He therefore had to do a literature review, become familiar with the theoretical assumptions,
adapt (improve) on the theoretical model (to make provision for South African viewing
conditions, the use of Internet and the influence of globalisation). From this (improved and
adapted) theoretical model he compiled a self-administered questionnaire, collected the
responses from a sample of teenagers, and in so doing he tested whether the theoretical
assumptions realistically apply (among teenage television viewers).

Measuring instrument (no specific task)

Student:
Please give me a simplified definition/explanation of the meaning of a “measuring instrument”
(Du Plooy 2009:72).

Feedback:
In nursing sciences, a thermometer is used as a measuring instrument to measure a patient’s
temperature. In social sciences, including Communication Science, we make use of other
instruments to measure behaviours, attitudes, opinions, content of messages, et cetera. Thus a
short “definition” would be that which we use to investigate (observe; measure) the data.

For example, self-administered questionnaires and interview schedules are used in survey
research; a moderator guide and pre-coded observation schedules are used in field research,
and a content analysis is used to analyse content of documents. Please refer to the marginal
note in Du Plooy (2009:68) for a description.

Self-administered questionnaire (no specific task)

Student:
What is a self-administered questionnaire?

Feedback:
It is a type of questionnaire where the participants sit either at home or in a group with the
researcher present and they use a pen/pencil to answer the items listed on the questionnaire.
Self-administered refers to them completing the questionnaire by themselves as opposed to, for
example, the researcher conducting interviews and making the notes.

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Likert scale (no specific task)

Student:
What is a Likert scale?

Feedback:
Please refer to the Index at the back of the prescribed book and refer to the page references
listed for Scaling, Likert scale. A Likert scale relates to type of items that can be used in
questionnaires.

Types of questions (no specific task)

Student:
What is the difference between an open-ended and a closed-ended question?

Feedback:
Please consult the Index at the back of the prescribed book and consult the page references
listed under questions. With open-ended questions people may provide their thoughts as
answers by filling in on the dotted line. Closed-ended questions usually have pre-determined
answers in boxes and the respondent simply makes a tick in the most appropriate box as an
answer.

Research questions and questions in the questionnaire

Student:
Is there a difference between research questions and questions of a questionnaire?

Feedback:
Yes, for sure. A questionnaire contains items and not necessarily questions.
If you are going to make use of a questionnaire in your research (to collect the data), you
will formulate different items that need to be answered by those you drew as a sample from
the accessible population. Open-ended questionnaires ask questions and the participants
have to provide their own answer by writing something in the space provided. Closed-ended
items in a questionnaire are for instance when a questionnaire asks your gender and then
has two options (Male/female) and you have to mark the correct option with an X. Another
example is when a list of aspects is made and one has to select the appropriate option or
place them in a chronological order. Please note that when these items are used, the rules
applicable to the scale that is used must be adhered to. If, for example, a Likert scale is
applicable, you have to have a statement above the list, not a question.

An example of a Likert scale item can be when one wants to determine the uses and
gratifications experienced by readers. Your item may look something like this:

Instruction to completing the item: Please consider the statement below and mark your
applicable option with an X in the box provided in the list.

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I read the daily newspaper because it satisfies my need for ….

Surveillance of the environment

Enjoyment
Social integration and interaction
Personal identity

Items can be formulated in the form of statements or questions. Examples of statements can be
found in Likert scales and semantic differential scales. Items for a questionnaire must not be
included in an assignment.

Research questions are asked by a researcher in an attempt to solve the main research issue
or to accept or reject assumptions. Look at the headings on the mark scheme and you will see
the heading Research questions. These questions relate directly to the main issue which you
have formulated and the answer is obtained after you have completed the research and have
analysed and interpreted the data.

Page 57 …. “synthesis of existing information relating to the research topic”

Student:
Please explain the meaning of above extract.

Feedback:
Please learn to use the correct reference techniques and please refer to Tutorial Letter
CMNALLE/301. Where does one find this “page 57"?

In response to: “synthesis of existing information relating to the research topic” — The purpose
of doing a literature survey to find material related to the conceptual focus of the research
issue. The last two words that I emphasised above highlight the meaning of synthesising
existing information, even if the problem or issue is new.

Let us take the example of African Renaissance as a new topic and let us assume that nobody
has investigated how the average citizen interprets the messages that have been
communicated about the African Renaissance.

Although the topic and issue is “new”, I am sure that you will find past research and publications
that deal with the abstract construct “African”, as well as the abstract construct “Renaissance”.
Therefore, before embarking on one’s own investigation, one has to take note of what has
previously been published about these constructs.

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Variables (no specific task)

Student:
Please explain the distinction between dependent and independent variables and their relation
with characteristic variables.

Feedback:
The examples given in Du Plooy (2001:71, paragraph 4 or 2009:75, paragraph 3), gender, age,
educational level, income and language preference, are examples of independent variables
which we cannot manipulate. For example, if you investigate the influence of television viewers’
age on their preferences of television channels or stations, then you cannot manipulate
(change) their age.

The terms “characteristic”, “attribute” or “organismic” are terms which different researchers use
to refer to these kinds of independent variables (which cannot be manipulated).

Section 2.4.4

Student:
With reference to section 2.4.4. What is a multi-step flow?

Feedback:
It means more than one step and is usually associated with studies involving opinion leaders.

Mass communication messages influence opinion leaders who through social contact influence
individuals in their community. Read the prescribed book (section 1.4.2), where reference is
made to the two-step model as an example of such a multi-step flow.

Section 2.4.4

Student:
Please explain the meaning of “operational”.

Feedback:
I suggest that you consult the Index at the back of the prescribed book and refer to the page
references listed under definitions, operational. It means that a construct must be “worded” in
a definition that will enable one to observe or measure the construct.

For example, Task 4.5 requires you to do a qualitative content analysis of a fictional television
programmes to analyse the occurrence of crime. “Crime” is an abstract construct that has to be
defined so that when you and another researcher analyse the same programmes, you both
reach the same conclusions. Read our comments in response to Task 4.5 in the study guide
for further illustrative purposes.

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Testable hypothesis (no specific task)

Student:
Please give me an example of a testable hypothesis.

Feedback:

A hypothesis is “testable” if

 the constructs are operationally defined (and valid) — consult validity in this regard; and

 if the researcher can control the manipulation of the independent variable.

For example:

If (X) the broadcast times of violent television programmes are made earlier in the evening on
eTV, then (Y) viewership figures will drop.

In other words, we can control the independent variable (change the times of broadcast) and we
can measure the viewership figures before and after the change.

5.5 Task 5.10 enquiries

2017 TASKS NOT APPLICABLE IN 2020, USED HERE FOR REFERENCING

Task 5.10

Student:
I have collected advertisements which reflect the creative concepts and their characteristics as
listed. Now I do not know how to meet the criteria listed in Tutorial Letter 101. I cannot see how
this would work out.

Feedback:
If you have done Task 2.3 when working through the study guide, you will have realised that
one logically starts the research process by first identifying the main research issue and
breaking that down into sub-problems, assumptions, et cetera. Only once you have done the
latter will you know who or what the population is, what the population characteristics are and
eventually which type of sampling technique will be the most suitable.

Having collected available advertisements that illustrate the creative concepts, you will have
done so with no clear research issue or objective in mind. In the process you have no doubt
developed a more critical eye regarding how advertisements are compiled and you will in all
likelihood be a less “gullible” consumer in future. Although the latter is a valuable learning
experience, it is not comparable to a veridical (proper) research study.

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We recommend that you study the specific feedback which we will make available in Tutorial
Letter 103. It is vitally important to remember you have ONE main theme that you are working
with, despite having two publications and eight different advertisements and creative concepts
to identify and describe. You will subsequently have ONE main issue for the ONE theme.

Task 5.10

Student:
Why am I not allowed to refer to the products, people or gender in Task 5.10 and the
advertisements?

Feedback:
Task 5.10 is a content analysis of the creative concepts found in the selected advertisements. It
has NOTHING to do with people, gender or products. You have to focus on the creative
concepts and their characteristics which you identify in selected advertisements with the view of
describing these in your findings. A content analysis by nature implies analysing content of
something.

Task 5.10

Student:
May I analyse only cell phone advertisements?

Feedback:
Preferably not because they will probably all have the same creative concepts. If you are
absolutely sure that each selected advertisement has a different creative concept which you
can describe, then you may do that. You have to select eight different advertisements so that
you can eventually describe their characteristics. You will, for example, not be permitted to
indicate that each selected advertisement has benefit as creative concept.

Task 5.10

Student:
May I analyse eight different advertisements of beauty products?

Feedback:
You could, if you are absolutely sure that each selected advertisement has a different creative
concept which you can describe.

It does not matter which advertisements you use or which publications (or types of publications)
you select and use. The bottom line is that they publications and advertisements have to differ
from one another and that you need eight different creative concepts for the research.

43
Task 5.10

Student:
I want to analyse typography and layout, may I?

Feedback:
You may, provided that you have the correct scientific tools (special ruler) for that purpose.
Remember, if font size is listed as a population parameter at the beginning of the assignment or
portfolio, we expect findings on that. Why list it if it will not contribute towards your research?

Remember to apply the KISS principle: Keep It Short and Simple. Do not over-complicate the
research.

Task 5.10

Student:
Please comment on my research issue, which reads as follows:

Do skin care product advertisements appearing in an issue of the Longevity magazine

(women’s magazine) have a more emotional approach than skin care product advertisements
appearing in an issue of the You magazine (a family magazine)?

Feedback:
Above could serve as one of your research questions, linked to one of the sub-problems
because it only deals with one creative element (approach). It does not deal with the five
criteria. Therefore, you need to formulate a “wider” issue, which will accommodate the above as
a sub-problem or sub-issue. For example, do the advertisements in Longevity make use of
creative elements which differ from those in You? If this is used as a research statement,
remember that you will have to add detail addressing the five criteria listed on the mark scheme
under the heading applicable to the main issue.

Task 5.10

Student:
Newspapers contain a large number of advertisements. My research issue is to determine
whether advertisements that appear in a morning edition of a daily newspaper are different/the
same compared to the advertisements that appear in the edition of an afternoon newspaper.

Feedback:
Above seems fine, except that you need to be more specific with reference to the following:

Which newspapers are your population and what type of sample will you draw?
What time period are you investigating?
Are the advertisements different or the same with reference to what (the use of creative
concepts)?

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Keep in mind that the examiner cannot read your mind. You might know that you are referring to
the Natal Mercury and Daily News, and that your comparison will be based on an availability
(not representative) sample of advertisements in which the creative concepts are used.
However, you did not state any of the latter. By formulating a vague problem statement makes
it very difficult for the examiner to assess criteria. If this statement is used as the main issue,
you will have to add detail indicating how the five criteria under the Main issue-heading will be
addressed in your research.

Apart from that, you will also need to explain aspects, such as whether the research issue
meets the criteria of relevancy, researchability, feasibility and ethical acceptability.

Task 5.10

Student:
Can I formulate a general research issue with reference to advertisements and only investigate
three or four of the creative concepts?

Feedback:
It is not clear what is meant by a general research issue, and the requirement is that you identify
and describe eight different creative concepts and their characteristics according to the criteria
listed under each heading on the mark scheme. You have to have eight different
advertisements and provide detail and evidence on eight different creative concepts in the end.

Task 5.10

Student:
Do I need to collect nine advertisements, each of which has to have at least one of the nine
creative elements, formulate a research issue, sub-problems, research questions, et cetera for
each advertisement?

Feedback:
No, please not. The main research issue has to deal with eight printed advertisements in which
eight different creative concepts appear (that is the minimum requirement of the task).

You have to formulate ONE main issue containing all five the criteria for the task as a whole
(ONE main theme), and NOT have five different main issues. In other words, you do not
formulate a separate research issue for each of the nine creative elements or concepts.

Your research issue, sub-problems, assumptions, AND research question(s) will dictate the
population to be investigated. For example, if you are interested in comparing the
advertisements in a local Sunday newspaper with a Sunday newspaper distributed nationally,
then your population will be “local and national Sunday newspapers” and their advertisements.

45
Important:
You are limited to eight advertisements, four per newspaper/magazine and may NOT select
Internet advertisements. However, if you wish to explore and describe all the creative concepts
found in each of the eight selected advertisements, you may do that. Just state that right at the
start of the assignment and portfolio, after you have formulated the main research issue.

Task 5.10

Student:
Should I only give examples of the creative concepts (and their sources, motivation et cetera)?

Feedback:
No, you cannot “only” give examples of advertisements. You have to first formulate a research
issue, sub-problems, assumptions, goal, objective (as listed in the mark scheme provided in
Tutorial Letter 101) and only then do you define your population (e.g. specific magazines), draw
a sample and only thereafter do you start analysing the advertisements with reference to the
nine creative concepts.

For example, the issue that you may want to investigate is whether or not different creative
concepts are used in different sections of a Sunday newspaper, because the different sections
are aimed at different target readers.

Or you may base the research issue on magazines aimed at women versus those aimed at
men, with the objective to explore and describe if and whether a pattern can be determined
regarding the different uses of creative concepts in the women’s magazines versus men’s
magazines. Please note that the focus here is neither on gender nor on readers, and that a
comparison of different advertisements has to be done.

(Note that I have mentioned exploratory and descriptive objectives above. Whenever you deal
with a research objective, remember that there are different objectives, which have different
implications for your research design, such as formulating research questions rather than
hypotheses. Please revise sections 2.2.1, 2.4.3 and 2.4.4 in the prescribed book and study
guide in this regard).

Both Assignment 01 and the portfolio have to be presented according to the headings on the
mark scheme.

Task 5.10

Student:
I am referring you to my tables and advertisements at the back of my document and not
repeating all the detail. Will I be penalised for that?

Feedback:
Yes, you will. You are not allowed to refer the lecturers to tables or advertisements. Our study is
not quantitative by nature. If a creative concept is discussed and you refer to or quote from an
advertisement, you have to reference that specific advertisement as per CMNALLE/301. Rather
provide full detail than run the risk of losing marks.

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Task 5.10

Student:
Last Semester I failed the module and I went back to my copy to see why. One thing I noted is
that I referred to my advertisements as Advert 1, Advert 2, et cetera when I presented the
Findings. I enquired whether this is acceptable and was told No. Why is it not acceptable?

Feedback:
What is Advert 1, Advert2, et cetera? First of all, we are dealing with Communication Science
and we have asked that you not use abbreviations as they are not acceptable in scientific
research (unless they are formally accepted and recognised). We do not use slang, neither
should you.

Academics do not know what Advert 1 is. You are required to identify the advertisement in detail
as the mark scheme states. Please also remember that when you draw up that tally sheet, there
has to be a key because the names of advertisements cannot fit into the space on the table.
You may list the creative concepts on the left hand side and have numbers at the top of the tally
sheet. What do each of these numbers represent? This implies that you will for instance have:

1 ABSA bank advertisement

2 MTN cell phone advertisement
3 L’Oréal advertisement, etc.

Presenting the findings

Student:
I do not know how to present my findings. Can you please guide me?

Feedback:
You have to mention an advertisement and reference it correctly. Then insert the applicable
advertisement to be discussed. Then indicate what is advertised, then identify the concept in
the advertisement, and explain what the characteristics is and how it is presented in the
advertisement by referring to or quoting from the advertisement. (How will someone else be
able to identify those specific creative concepts in the advertisement?). This has to be done for
each of the selected advertisements one below the other until all eight discussions are done.

Correct way to reference advertisements

Student:
I referenced advertisements incorrectly under Theoretical approach in my Assignment 01.
Where can I please find the correct reference technique or an example?

Feedback:
Please see and refer to CMNALLE/301. It contains a list of all the different reference techniques
applicable to different circumstances and has explicit examples as well.

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Task 5.10

Student:
So far my Task 5.10 takes up about 15 pages (including the advertisements). Does that sound
long enough?

Feedback:
Length does not matter here, quality does. Have you provided all the detail as listed under the
headings of the mark scheme? Is the information provided under each heading sufficient to get
you five marks per sentence starting with a capital letter? Did you meet the technical
requirements in terms of font size, spaces, quotes, blocks and use of colour in your document?
These are the important questions which will determine whether the document is long enough
or not.

Also bear in mind that there is a 1MB size restriction on documents, and that the rest of the
headings applicable to the portfolio as well as the advertisements still have to be included to
total the maximum of 35 typed or 40 hand-written pages.

Hypothesis — Task 5.10

Student:
I have formulated the following hypothesis:
That adverts aimed at women seem to use the emotional approach and adverts aimed at men
seem to utilise the rational approach.
Am I on the right road?

Feedback:
What you have formulated is not a hypothesis. Please revise hypothesis formulation in section
2.4 in the prescribed book and in the study guide. What you have formulated, is an assumption.
Secondly, you are not allowed to use “adverts”. Please study Du Plooy (Section 7.5) which
addresses the appropriate Register to be used.

Having made this assumption, you still need to formulate the main research issue, which ideally
identifies the issue, the method and where applicable the action (e.g. a comparison). These
(and other criteria) are discussed in the prescribed book and study guide, unit 2.
By focusing on the rational (which should read “factual”) and emotional approach you have only
dealt with “approach” as an element ... what are your assumptions regarding the other
elements? Consider a main research statement that deals with a comparison between two
media (such as a magazine aimed at women as readers and a magazine published specifically
for men as readers).

Your population therefore consists of magazines (aimed at women/men) from which you would
have to draw a sample and motivate why you have selected a particular sampling technique.

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Once you feel comfortable with your population characteristics and sampling technique, and
formulated your assumptions, it should become easier to formulate sub-problems, such as the
following:

 Are certain persuasive elements (e.g. amplification) used for certain products/services?
 Can a trend be determined by analysing two (or more) publications of the same
magazine? If so, what are the trend(s)?

Depending on the problem or issue that you intend investigating, many other sub-problems (or
sub-issues) can be formulated, such as: are visual images of women (not men) used in
advertisements that use appeals?

Please remember that we are not asking you to look for trends in any advertisements or with
regard to creative concepts. These examples are provided to illustrate the point in an attempt to
help you understand the answer to the question.

Typography

Student:
In my first assignment, my table of contents had a note indicating I need to pay attention to the
typography. What is typography?

Feedback:
Please see the slide in the discussion class notes. Typography relates to the headings and
letter type with fonts specifically applicable to each level of heading. First level headings are the
main headings and are in BOLD and capital letters. Second and subsequent level headings are
in different letter types and have italics. This is done because one needs to be able to
distinguish the different levels of headings.

Please bear in mind that we recommend the use of ONLY three levels of headings. Thereafter
you should use bullets (only inside the document). Note that no bullets appear in the table of
contents.

A discussion of some important aspects related to typography and other technical detail also
appears in this tutorial letter. Please ensure you understand what is required and what is meant
in our discussions. If you need assistance or further clarification, contact one of the lecturers.

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Acknowledgement of sources

Student:
How does one acknowledge advertisements as sources?

Feedback:
Please refer to Tutorial letter CMNALLE/301. You can treat a printed advertisement in the same
way as a newspaper article or report with no author, such as the following two examples
illustrate:

Innoxa advertisement. 2008. Sunday Times, 11 April:7

Or

Five roses tea advertisement. 2008. Reader’s Digest, 24 May:89.

It is very important to give attention to the use of italics (name of magazine or newspaper), as
well as the use of full stops and commas.

In the examples above, we have the name of the advertisement, the year of the publication,
name and then the name of the publication, and lastly the page number on which the
advertisement appears in the publication.

Important note:
If two or more of the same advertisements are published in the same year, your date would also
have to bare a letter of the alphabet, based on the alphabetical arrangement of the title of the
journal, magazine or newspaper. Let me illustrate the last point with one hypothetical
advertisement that (hypothetically) appeared in three newspapers, namely City Press, Sunday
Times and Rapport:

Eskom advertisement. 2014a. City Press, 15 February:3.

Eskom-advertensie. 2014b. Rapport, 15 Februarie:3
Eskom advertisement. 2014c. Sunday Times, 15 February:11

The “a”, “b” and “c” are added to 2014 and they are arranged alphabetically according the “C”,
“R” and “S” of the newspapers.

This very same principle should be applied when you list the different tutorial letters applicable
to a specific year.

Above reference techniques apply to your list of sources consulted given at the end of your
portfolio file. Where you acknowledge the source of each advertisement (in the text itself, where
you give your examples), you would use the shorter reference technique, namely:

Eskom advertisement (2004a:3)

Eskom-advertensie (2004b:9)
Eskom advertisement (2004c:11)

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The implication of above, is that you can only finalise your reference techniques (alphabetical
arrangements) once you have made your final selection of advertisements to be included.

You may now understand why you first have to sort out the referencing in the list of sources
consulted (at the end) and then work back to the references in the text. Otherwise you have no
way of knowing which is ultimately going to be 2004a and which is going to be 2004b.

If you turn to the list of sources consulted in the prescribed book, you will see how the
alphabetical convention was applied to differentiate between South Africa (1998a) versus South
Africa (1998b), because “Employment” comes alphabetically before “Skills”.

Acknowledgement of discussion class notes

Student:
I acknowledged the discussion class notes according to the name of the presenter and it was
marked as being incorrect in my assignment. Why is it incorrect?

Feedback:
It is incorrect because where did you find those discussion class notes? In Tutorial Letter 102,
not so? You have to reference the source, not the presenter.

Acknowledgement of sources

Student:
I cannot seem to get the list of sources right. Every time I put a list together, there is something
missing. What should my list of sources contain please?

Feedback:
The list of sources reflects all the documents that were used when doing the task. That means
you have to have the publications (two of them), the four advertisements from each publication,
you used the prescribed book, study guide and all the tutorial letters.

Please remember that this list of sources consulted must be alphabetical and you do not need
to separate the documents used (as in prescribed book, study guide, advertisements and
publications). You have one list in alphabetical order. Please see the examples in
CMNALLE/301 or even at the back of our tutorial letters (and remember the a, b, c, d,
distinction after the year of publication for the tutorial letters).

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Copy of submitted portfolio

Student:
I need a copy of my submitted portfolio to see where I went wrong and to make corrections.

Feedback:
You were supposed to keep a copy of the submitted document and that copy should be used
when revising and improving the portfolio. If you did not keep a copy, you need to contact
Examinations in writing and ask for a copy. A fee is payable for the copy as well. Please note
that examination documents do not have comment in and the mark scheme will not be provided
with the copy.

Copy of mark scheme

Student:
I want a copy of the mark scheme please.

Feedback:
University laws (paragraph 32) indicate that no memoranda for any examination may be made
available to any student. This approach and position is justifiable in terms of the Promotion of
Access to Information Act.

6 TECHNICAL REQUIREMENTS

Please pay particular attention to technical requirements since marks are awarded for this
aspect as well.

 Format and size restriction

ONLY documents created in MSWord are acceptable and all documents (including the
advertisements in the portfolio) have to be a maximum of 10 MB (electronic documents). Your
document may also not exceed 35 pages typed or 40 pages for handwritten documents.

 Declaration

The declaration to be included in both assignment 01 and the portfolio can be found in Tutorial
Letter 301. That specific declaration has to be repeated in your documents, and you have to
acknowledge Tutorial Letter 301 in your list of sources consulted.

Your declaration has to make reference to the fact that you have familiarised yourself with the
section on plagiarism in Tutorial Letter 301. You have to insert the name of a witness if you do
not have a facility to scan in the signature. Marks are allocated for all this information.

Note that declaration is in capital letters and bold, the declaration has to be the first page after
the table of contents and it has to be listed in the table of contents as the first item.

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 Typography

A number of writing conventions apply to the presentation of a table of contents, which are
illustrated above as well as in your other prescribed study material. These issues/aspects are
considered when the assignment and portfolio are assessed, and contribute towards the
allocation of a mark for your technical presentation.

 Size and font used

The convention for the different sizes and font for the lettering is usually as follows:

 FIRST-LEVEL HEADINGS ARE IN CAPITAL LETTERS AND BOLD (for typed

documents). If a document is hand-written, the first level headings are in capital letters.

 Second-level headings are in lower case letters and bold (typed document and
simply lower case for hand-written documents).

 Third-level headings (and headings thereafter) are in lower case italics and bold
(for typed documents and lower case and underlined for hand-written documents).

Please do not mix capital and lower case lettering. In other words: Evaluation based on
presentation criteria and credibility is correct, whereas Evaluation Based on Presentation
Criteria and Credibility is incorrect. This comment applies to headings in the table of contents
as well as headings used inside the document.

 Accuracy of headings

The only headings to be used are the ones provided on the mark scheme. The headings and
sub-headings used in the table of contents must correspond with the headings and
subheadings used in the content of your portfolio. Please take note of spelling in both headings
and text. You have to use British spelling in your tasks (organisation). American spelling
(organization) is not acceptable. Specific words are hyphenated, such as sub-problems, sub-
issues, cross-sectional, self-assessment, and self-evaluation.

 Numbering

The headings and the sub-headings are numbered as illustrated in the example of a table of
contents, as well as in our own tutorial letters. Please do not use letters of the alphabet such as
(a), (b), (c) or (i), (ii), (iii) anywhere in the document or have bullets (in the table of contents).

 Accuracy of page numbers

The page numbers listed in the table of contents must correspond with the actual pages in the
content of your portfolio. A page number which appears in the table of contents indicates on
which page number the specific heading appears in your document.

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 Introduction

Neither Assignment 01 nor the portfolio has INTRODUCTION as a heading. Everything required
is on the mark scheme, and you have to work according to those headings.

 Sources consulted

The heading "SOURCES CONSULTED" is listed in the table of contents, but is not numbered.
Also note that sources are listed alphabetically, according to initials of the same author (with
more than one publication) as well. All the study material has to be listed in your sources
consulted. Please see and use the examples provided in CMNALLE/301.

 Punctuation and underlining

No full stops are added after any numbering, or after any headings, or after any page numbers.
Nothing is underlined anywhere (unless you have a hand-written assignment or portfolio with
third-level headings. The names of publications are also underlined in a hand-written document
whereas these are in italics in a typed document).

 Self-assessment and self-evaluation

The purpose of this exercise is reflection. You need to provide answers to the five questions
raised in Tutorial Letter 101. These answers have to relate to the research that you have done;
to your experience of this exercise. You may be critical and have an opinion, and will not be
penalised for that.

This information is analysed and interpreted to determine what our students think of this type of
activity and module content. Please be honest when completing the questions. Both assignment
01 and the portfolio need to have a self-assessment and self-evaluation completed and
attached.

 Addenda

Task 5.10 has to have eight different advertisements included in the portfolio only. It is irrelevant
whether you analyse half page or full page advertisements. Scanned advertisements need to be
legible. Advertisements SHOULD please be included in the discussion of your findings. In
other words, if an advertisement is discussed, you may print or paste the advertisement above
or below that discussion under the heading Findings. You have to make sure that the reference
and other detail (as indicated on the mark scheme for the portfolio) is on every advertisement or
with every discussion thereof under Findings. Marks are awarded for that detail, and if only the
advertisements are submitted with no references, we will award ONLY one (1) mark.

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 Correct numbering of documents

Please ensure that you use the correct assignment number for each of your documents. Turn to
the relevant page of Tutorial Letter 101 to see how each assignment needs to be numbered.
Documents (assignments, portfolio as well as the supplementary examination portfolio) have
specific assignment and unique numbers which have to be used.

We have requested previously that you not re-write the text book or have quotes under each
heading. These are not marked because they do not mean anything if you do not interpret them
and acknowledge the source. A good illustration of this technique will be under theoretical
approach. Here you will insert a sentence indicating that the discussion to follow (explaining the
creative concepts in your own words and referring to appropriate advertisements for each
explanation) is based on Du Plooy, 2009:261 ̶ 264. The same principle should be applied
elsewhere in the document.

7 TALLYING AND TABULATION OF DATA

THE FOLLOWING EXAMPLE IS FROM THE 2017 RESEARCH QUESTION ON CREATIVE

CONCEPTS, WHICH IS NOT AT ALL APPLICABLE TO YOUR FEMICIDE RESEARCH
QUESTION FOR 2020.

THIS EXAMPLE IS GIVEN TO YOU SO THAT YOU UNDERSTAND HOW TALLYING AND
TABULATING DATA IS DONE AND NOT GIVEN TO YOU FOR DUPLICATING.

TASKS MENTIONED HERE ARE ALSO FROM 2017 AS MENTIONED ABOVE.

Tallying data (such as respondents’ responses in Task 5.13, or the presence of creative
concepts in Task 5.10) means that you are counting responses or creative concepts. We
provide examples from two different tasks so that you can see the difference. Please also note
that the examples which we use to illustrate a specific point, may not always relate directly to
our task because we are ONLY identifying and describing the creative concepts and their
characteristics.

The nature of the table (or tallying sheet) that you compile will depend on the

 nature of the items that you used in the questionnaire (Task 5.13) and
 categories that you used in the content analysis (Task 5.10).

The nature of the items that you used in the questionnaire and the categories that you used in
the content analysis would have to be logically linked to whatever assumptions, sub-issues) and
research questions that you formulated and wish to accept, reject and/or answer. These items
in the questionnaire or categories used in the content analysis are also the framework that you
use in tables.

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Before considering the examples that follow below, you need to study the prescribed book (Du
Plooy 2001:356—357 or 2009:404—407) to become familiar with the conventions and
terminology that apply to the formulation of a table.

Please remember:
You may NOT refer to majority/minority/most or least. Research is scientific and as such it is
specific. Your reporting also has to be specific and you have to indicate what was truly found in
the analysis and research. If you feel that some of the advertisements used ….. then instead of
stating some, you need to mention the specific advertisements by name and indicate what you
wanted to state in relation to these advertisements. Furthermore, you cannot have most or least
advertisements when we only use eight advertisements.

For example:
Take note of the meaning of terms, such as “stub, categories, table, column” and “row”. Also
take note that the descriptive labels for tables are provided above a table, in contrast to figures,
where the label is presented below the figure.

You should apply the latter conventions in any reports (portfolio) that you write as a student or
as an employee in your work situation in which you present findings, or summarise information
in the form of tables and figures. Tables are one of the most important formats that researchers
use to present quantitative data.

Study all three sub-sections below, because comments that we make regarding the tabulation
of data for one task, such as Task 5.10, also apply to the other tasks and the comments are not
repeated.

7.1 A table that summarises the findings of Task 5.10

The actual findings below are hypothetical, although the sample of advertisements was drawn
from the Sunday Times and City Press both dated 10 January 2012. When paging through
these two newspapers it became apparent that they contain many advertisements from tertiary
educational institutions aimed students who recently matriculated. A purposive (as a known
group or judgement) sample was drawn of all advertisements from tertiary educational
institutions. Each of these advertisements was numbered and the numbers placed in two bowls.
Thereafter a random sample of four advertisements per newspaper (per bowl) was drawn by
blindly selecting four pieces of papers (four numbers).

Please note that above two-step sampling procedure means that the findings cannot be
generalised to all the advertisements in the two newspapers because a random sampling was
not drawn from all the advertisements in the two newspapers. The two-step sampling
procedure in this example refers to first sampling the advertisements of tertiary institutions
(purposive sample); and then secondly drawing 4 X 2 advertisements randomly from the
purposive sample. A random sample was drawn from a purposive sample of only those
advertisements published by tertiary educational institutions. A purposive sample is a non-
probability type of sample which is not representative of any target or accessible population (of
advertisements).

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Key

CP City Press
ST Sunday Times
1 FPD (Foundation for Professional Development) (CP)
2 UNISA (CP)
3 CITYVARSITY (school of media & creative arts) (CP)
4 SBS (Southern Business School) (CP)
5 Oxbridge Academy (ST)
6 The Academy of York (ST)
7 University of Johannesburg (ST)
8 ST AUGUSTINE COLLEGE OF SOUTH AFRICA (ST)
I Creative concept is applied
O Creative concept is absent

Table 1.1:
Number of creative concepts applied in eight advertisements

CREATIVE 1 2 3 4 5 6 7 8 TOTAL %
CONCEPTS
Promise benefit / / / / / O / / 7 88
Provoke curiosity O O / O O O O O 1 13
Amplification of service / / O O O / / O 4 50
Claim and proof / O O O O O O O 1 13
Invited to take action / / / / / / / / 8 100
Brand name / / / / / O / / 7 88
Appeal(s) O O O / / / O / 4 50
Slogan / / / / / O / / 7 88
Factual approach / / / / / / / / 8 100
Emotional approach O O O O O O O O 0 0
TOTAL 7 6 6 6 6 4 6 6
PERCENTAGE 70 60 60 60 60 40 60 60

When reading the right-hand column with percentages you will notice that they have been
rounded up. Rounded up means that decimals of .5 or more are rounded up to the full number.

For example:
When reading the horizontal row next to “Provoke curiosity” and “Claim and proof” you will find
that they were used once. When calculating 1 out of a total of 8, the percentage is 12.5%, which
we have rounded up to 13. When reading the rows in which “brand name” and “slogan” are
reported you will notice that 7 out of a possible 8 advertisements used a brand name and used
a slogan. When calculated as a percentage these two rows are 87,5%, which have been
rounded up to 88%. If the decimal is less than .5 it would be rounded down.

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For example:
20,44% would be rounded down to 20%. Please remember our study is NOT quantitative by
nature and we do NOT require quantitative interpretations. Full detail is provided here so
that you can see how it is represented and reported when required.

There is no fixed rule regarding the rounding up of decimals. In other words, when you conduct
actual research you, in collaboration with the institution for whom you are doing the research,
may agree on reporting findings up to two decimal points (such as 22.57%, instead of 23%). In
your examination tasks for COM3706 you may either present the percentages with the
decimals (e.g. 22.57%), or you may round up the percentage (e.g. 23%); or 20.44% would be
rounded down to 20%. If you do the latter, you should write in your report that the decimals
have been rounded up and down.

In the stub in the above table the order of the 10 creative concepts were based on the order in
which they are discussed in your prescribed study material. There are other ways in which the
data can be presented in a table, of which the following are five examples. You may decide to
arrange the 10 categories in the stub alphabetically, starting with “amplification of service” and
ending with “slogan”.

Or you may arrange the categories chronologically from the least occurrences to the most (if
this is a requirement in the task or portfolio); in which case the first category would be
“emotional approach” (0%) and the last category would be “invited to take action” or “factual
approach” (100%).

Or you may decide to arrange the categories from the most (if this is a requirement in the task
or portfolio) occurrences (“invited to take action” and ”factual approach”- 100%) to the least
occurrences (“emotional approach” - 0%).

Or you may want to arrange the advertisements according to the advertisement(s) that applied
the least (if this is a requirement in the task or portfolio) number of advertisements, to the
advertisement that applied the most number of advertisement(s).

Or you may want to reverse the above and start with the advertisement(s) that applied the
largest number of creative concepts to the advertisement(s) that applied the least number of
creative concepts (if this is a requirement in the task or portfolio).

The tabulated summary of your findings, as in the example above, enables you to answer the
following research questions, because the information is reflected in the table:

 Which creative concept appears in almost all of the selected advertisements? Findings:
“invited to take action” and “factual approach”, both 100%.

 Which creative concept appear in all of the selected advertisements? Findings: “emotional
approach” 0%.

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Above findings are determine by reading the rows horizontally and examining (comparing) the
percentages in the right-hand column.

 Which advertisement(s) applied the most creative concepts? Findings: category 1:

 FPD (Foundation for Professional Development) (CP) 70%
 Which advertisement(s) applied the least number of creative concepts? Findings: category
6:
 The Academy of York (ST) 40%

Above findings are established by reading the columns vertically and examining (comparing) the
percentages in the last row at the bottom.

We stated above that the nature of the items that you used in the questionnaire (Task 5.13) and
the categories that you used in the content analysis would have to be logically linked to
whatever assumptions, sub-problems (or sub-issues) and research questions that you
formulated and wish to accept, reject and/or answer. The following two examples illustrate
above requirements.

Let us assume that you have formulated the following assumption, sub-issue and research
questions:

 Assumption 1:
All the advertisements contain a brand name which is repeated more than once.

 Sub-issue 1:
Do all the advertisements contain a brand name which is repeated more than once?

 Research question 1.1:

Do all the advertisements contain a brand name?

 Research question 1.2:

If so, is the brand name repeated verbally more than once?

 Research question 1.3:

If so, how many times?

 Research Question 1.4:

Is the brand name repeated visually (pictorially) more than once?

 Research question 1.5:

If so, how many times?

In order to accept/reject the assumption you would have to have “brand name” as one of the
content analysis categories.

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In order to answer the 5 research questions (which all address the same assumption and sub-
issue), your analysis would have to answer these questions and the tally sheet would have to
reflect your findings.

Table 1.1 above reflects the following findings and only enables you to answer research
question 1.1. In other words, the category “brand name” simply indicates whether a brand name
is present or absent from each advertisement.

In other words:

Research question 1.1:

Do all the advertisements contain a brand name?

Findings:

Not all the advertisements contain a brand name. However, the majority of the advertisements
(88%) do contain a brand name, which is absent from advertisement number 6.

Table 1.2:
Extract from table 1.1

CREATIVE 1 2 3 4 5 6 7 8 TOTAL %
CONCEPTS
Brand name / / / / / O / / 7 88

In order to answer research questions 1.2 □ 1.5 you would have to include additional categories
for your content analysis, which must also be recorded in the table.

Table 1.3:
Number of brand names repeated in advertisements

CREATIVE 1 2 3 4 5 6 7 8 TOTAL %
CONCEPTS
Brand name / / / / / O / / 7 88
(present)
Verbal repetition of
Name 4 2 O 2 4 O 2 2
Visual repetition of
Symbol or design 2 2 O O 2 O O O

The information that you collected and recorded in a table format as in Table 1.3 enables you to
answer research question 1.2 and 1.5 in greater detail.

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In other words:

Research question 1.2:

Is the brand name repeated verbally more than once?

Findings:

Six (75%) contain verbal repetitions (to which you could add the names of the advertisement as
part of your findings).

Research question 1.3:

How many times?

Findings:

Two (25%) advertisements repeat the brand name four times. Four (50%) advertisements,
however only repeat the brand name twice and one advertisement contains a brand name
which is not repeated verbally. (You could in each case add the names of the advertisements
as part of your findings.)

Research question 1.4:

Is the brand name repeated visually (pictorially) more than once?

Findings:

Only three (38%) advertisements repeat the institution’s symbol visually more than once. (Add
the names of the advertisements as part of your findings.)

Research question 1.5:

How many times?

Findings:

The three advertisements which repeat the brand names visually do so twice. The other four
advertisements that contain brand names do not repeat the brand name more than once. (Add
the names of the advertisements in each case as part of your findings.)

Important note:

When assessing your findings, examiners refer back to what you initially formulated as
assumptions, sub-issues and research questions and the examiners check whether your
findings relate to the latter. In other words, if you did not formulate above details in your
assumptions, sub-issues or research questions, then obviously such a detailed analysis (of
verbal and visual repetitions) need not be reported.

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For example:
If your assumptions, sub-issues and research questions address a comparison between
advertisements that appear in one newspaper versus those that appear in the other, then Table
1.1 does enable you to compare advertisements that appear in the City Press (reported in
columns 2, 3, 4 and 5) with those that appear in the Sunday Times (reported in columns 6, 7, 8
and 9). However, you may find such a comparison easier to do if you present the same data in
two separate tables (one for City Press and one for Sunday Times).

Only one table representing the frequency distribution of advertisements and the creative
concepts is required as tally sheet for the portfolio.

8 PORTFOLIO MARK SCHEME

Very important:

 This mark scheme will be used by lecturers when assessing your portfolio.
 Use the headings in bold as headings in your table of contents.
 Each bulleted sentence requires enough information to warrant the marks applicable to
detail required under each heading.
 Ensure that you provide evidence and answers from the research done (that means from
the analysed advertisements) for each of the aspects addressed under each of the
headings on the mark scheme.
 If no sources are referred to in the assignment or portfolio, no mark will be awarded for
that aspect under technical presentation
 The maximum length of the portfolio is 35 pages typed text or 1 MB (for electronic
submissions), or 40 pages’ written text (advertisements included).

You will note that the mark scheme for the portfolio contains the first nine headings which were
applicable to Assignment 01 PLUS additional headings.

These additional headings after Research Design relate to the actual research done.

You have to use the portfolio mark scheme for Assignment 03 and submit a document
containing detail related to everything on the mark scheme below.

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Mark scheme for assignment 03

COM3706
Marker:
PORTFOLIO MARK SCHEME
Student Number: Max Mark External
INTRODUCTION 5 0.00 0.00
1 MAIN ISSUE
Formulate the research issue in ONE sentence Identify nature (approach); time
5 0.00 0
dimension; objectives (action); issue to be researched; method(s)
2 RESEARCH CRITERIA
How is issue the investigated relevant to communication? Why is the issue
4 0.00 0
researchable? What makes research feasible and ethically acceptable?

3 EXTENT
Where will your research be done (geographical boundary) and which publication
or organisation is used? When will the research be done (motivate choice of 4 0.00 0
time) (1) What is the nature of the time dimension?
4 POPULATION
Who is the target population? Who is the accessible population? List 4
population characteristics. What is the units of analysis in your research? How 7 0.00 0
are the characteristics and units of analysis appropriate to the research issue?

5 FOUR ASSUMPTIONS AND FOUR SUB-ISSUES

List 4 assumptions and 4 sub-issues related to the main issue. Assumptions
must be appropriate to research issue. Sub-issues must be linked to 8 0.00 0
assumptions.
6 GOAL AND OBJECTIVES
Provide a theoretical definition and indicate what the nature of the goal is and
explain why it is that goal. Indicate nature of objectives. What will the research 6 0.00 0
be exploring and describing?
7 FOUR RESEARCH QUESTIONS
Formulate 4 research questions related to goal, objectives, assumptions and
4 0.00 0
sub-issues. Research questions have to differ from sub-issues.
8 THEORETICAL APPROACH
Define audience reception analysis or public relations audit (expand on your
4 0.00 0
discussion from assignment 01).
Briefly discuss the tenets of the theory relevant to your study and indicate how it
8 0.00 0
relates to your research

Operationalise the theoretical framework (theoretical lens) of your research.

8 0.00 0
Substantiate each with an appropriate example

9 RESEARCH DESIGN
Method of reasoning. Distinguish between inductive and deductive reasoning
4 0.00 0
and explain why both are applicable to your research
Identify and motivate objectives of your research 4 0.00 0
Explain why nature of research design is both qualitative and quantitative 4 0.00 0
Discuss the nature of the questions used in your interview or self-administered
8 0.00 0
questionnaire/survey
Which methods were used to analyse the qualitative and quantitative data;
4 0.00 0
explain how you analysed the data
How and why is your design flexible 2 0.00 0

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10 DATA COLLECTION METHODS AND TECHNIQUES
How was the critical audience reception analysis or public relations audit done?
4 0.00 0
Describe steps followed

Indicate the levels of measurements applicable in the survey or interview while

doing your research and substantiate each level with an example from the 8 0.00 0
survey or interviews
Identify sampling methods used in your specific research and describe steps
4 0.00 0
followed.
What is the context of your samples? Contextualise samples against accessible
6 0.00 0
populations
Describe the steps followed in the collection of data. Discuss how was the survey
distributed and returned to the researcher? Or Discuss how the interviews were
5 0.00 0
conducted, or discuss how your publication were collected? What was the role of
the researcher in this process?
11 DATA ANALYSIS
How was quantitative and qualitative data analysed? 5 0.00 0
Can the study be replicated? Motivate your claim; why/why not? (Consider the
3 0.00 0
size of sample and sampling method).
Draw up a tally sheet and describe what it contains. 5 0.00 0
12 FINDINGS
For the Reception Audience, discuss the audience profile for your publication,
discuss the response of your audience to the chosen articles and interpret the
responses to the questionnaire.
20 0.00 0
For the PR Audit, discuss the corporate image internal verses the external view,
and interpret the responses received during your interviews.
Discuss how your overall findings were represented in your study.

For the Reception Audience, make an argument about the uses and
gratifications of the audience and how the publication caters to their target
audience based on your findings.
8 0.00 0
For the PR Audit, you need to make an argument about the internal versus the
external corporate image of the organisation and make suggestions based on
your findings

Accept or reject assumptions and substantiate each with evidence from research
8 0.00 0
done.
Include full transcripts of interviews, interview questions and media statements
for PR Audit.
5 0.00 0
Include 5 completed questionnaire/survey and Audience Profile for Audience
Reception
13 CONCLUSION
Draw at least two conclusions, one from quantitative data and one from
2 0.00 0
qualitative data.
Answer research questions and support each with evidence from research done 8 0.00 0
Provide a conclusion for your overall portfolio, and suggestions for further
5 0.00 0
research
185 0.00 0
SELF-ASSESSMENT AND SELF-REFLECTION
1 What have you learnt by doing this portfolio?
2 What skills, abilities, and orientations have you accomplished?
3 What strengths could you apply in your future life and work environment?
5 0.00 0
4 What shortcomings do you need to address in future?
5 To what extent have the learning outcomes formulated for this study unit been
achieved?
TECHNICAL PRESENTATION
Declaration 2 0.00 0
Table of Contents 2 0.00 0
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Sources in text 2 0.00 0

Sources consulted 2 0.00 0
Other: spelling, grammar, typing errors, typography, format, no columns or
2 0.00 0
blocks, etc.

TOTAL FOR EXAMINATION PORTFOLIO 100 0 0

9 myUNISA

You are encouraged to participate in myUnisa if you have electronic facilities. Important
announcements are posted on myUnisa and questions about subject matter are answered. You
may pose questions on myUnisa or indicate which aspects of the tasks and portfolio are
problematic. Sometimes fellow-students will be able to assist and provide guidance or the
lecturers will interact with you. myUnisa should also be used to submit assignments and
portfolios. Please note that lecturers have access to same information that you see on myUnisa.

myUnisa also contains all the study material in electronic format. If you do not receive feedback
by means of a tutorial letter within six weeks after submitting an assignment, you should view or
print the feedback by accessing myUnisa. The notes used at discussion classes are also posted
here.

It is possible that online marking will result in much more activity on myUnisa and we invite you
to participate and make contributions.

10 SHORT MESSAGING SERVICES (SMS)

Departments, other than the Department of Communication Science, may send you an SMS
from time to time. If you have enquiries relating to the contents of any of these messages, you
need to contact the person who sent you that specific SMS. We do NOT receive copies of any
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we are not even aware of any messages being sent to students via SMS except those we send
ourselves. Please note that examination information relating to portfolios is NOT made known
via SMS.

The messages that we as lecturers send you, will always commence with the module code
(COM3706) and we can ONLY answer questions relating to the messages that we send. If we
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11 IN CLOSING

We trust that you have realised by now that this subject is not difficult, but it needs dedication,
commitment, time, hard work, and an understanding of concepts related to scientific research. If
the main issue has been formulated correctly and your focus in answering the headings on the
mark scheme relate to your chosen research question with a view of its characteristics and
research process in the portfolio, you should meet all the requirements and pass the
assignment with flying colours.

Please use the additional notes under additional resources on myUnisa and participate on
myUnisa in order to familiarise yourself with the postings and interactions. Additional information
becomes available on this forum fairly regularly, especially when students pose questions.

We wish you all the best of luck with the preparation of your portfolio.

Dr Blessed Ngwenya
Module Coordinator
Tel 012 429 8893
E-mail ngwenb@unisa.ac.za

SOURCES CONSULTED
Babbie, E & Mouton, J. 2008. The practice of social research. 8th edition. Cape Town: Oxford
University Press

Du Plooy, GM. 2009. Communication research: techniques, methods and applications. Kenwyn:
Juta

Du Plooy, T. 2001. Only study guide for COM306D: Communication Research. Pretoria:
University of South Africa

McKenzie, EC. 1980. 14000 quips and quotes for writers and speakers. New York: Wings
Books

Mouton, J. 2006. Understanding social research. 4th edition. Pretoria: Van Schaik

University of South Africa. 2016. Department of Communication Science. Communication

Research. Tutorial Letter 101/2016: Semesters 1 and 2. Pretoria: University of South Africa

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