General Information
In Communication and Culture 1, students will explore the relationship between communication and culture, examining cultural perspectives in media and the critical role of audience, rhetoric and representation. Students will also develop the knowledge, skills and attributes that characterise academic communication and culture, with a particular focus on academic research, writing and referencing and the importance of academic integrity, in preparation for studying in an Australian university environment.
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Details
Academic unit: Bond University College Subject code: BCPP01-001 Subject title: Communication and Culture 1 Subject level: Pathway Semester/Year: September 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 72) - Recommended personal study hours per week
- Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
Attendance and learning activities: Attendance at all classes is expected, as attendance and participation are graded as per the assessment schedule. Foundation program students must attend 80% of their classes each semester. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Bond University College |
|---|---|
| Subject code: | BCPP01-001 |
| Subject title: | Communication and Culture 1 |
| Subject level: | Pathway |
| Semester/Year: | September 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all classes is expected, as attendance and participation are graded as per the assessment schedule. Foundation program students must attend 80% of their classes each semester. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. None |
| Restrictions: |
None |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe the role of audience, rhetoric and representation in communicating cultural perspectives in media.
- Prepare for intensive study and plan for success within the university environment.
- Locate credible sources of information and identify source types across a range of media.
- Structure and outline academic works, including essays and reports, and demonstrate knowledge of academic integrity through use of the APA referencing style.
- Understand communication processes and practices in academic and professional contexts, as compared to other socio-cultural contexts.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Closed) Academic Skills 25.00% Week 5 2,3,4,5 Essay Written Essay 35.00% Week 8 1,2,3,4,5 Presentation Persuasive TED Talk 30.00% Week 12 1,2,3,4,5 Student Engagement Class Participation 10.00% Ongoing 2,3,5 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Closed) | Academic Skills | 25.00% | Week 5 | 2,3,4,5 |
| Essay | Written Essay | 35.00% | Week 8 | 1,2,3,4,5 |
| Presentation | Persuasive TED Talk | 30.00% | Week 12 | 1,2,3,4,5 |
| Student Engagement | Class Participation | 10.00% | Ongoing | 2,3,5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Introduction to Communication and Culture
This module explores fundamental theories and concepts that illustrate the relationship between culture and communication. Students will examine how audience perception, messaging strategies, and media representation influence the way ideas are conveyed across platforms through outlets such as news, television, film, politics, and social media. Across case studies and reflective exercises, students will critically assess their own cultural identities and consider how diverse viewpoints impact upon communication.
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Critical Analysis of News Media and Perspectives
Students will develop analytical skills to assess media bias and evaluate the credibility of information sources. They will examine news values, media ethics, and media ownership with a focus on identifying ideological framing. They will explore how deliberate choices in the text structures and language features of news articles represent individuals, groups, and ideas, and how cultural perspectives shape interpretation. Students will refine their ability to navigate and interpret information with an informed, critical perspective by assessing real world media examples.
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News Media in the Digital Age
This units explores the impacts of new technologies on news consumption and culture. Students will explore the transformation of media landscapes by new technologies, and evaluate the issues, opportunities, and risks associated with these changes. They will explore how technology is changing the way news is produced and consumed, and impacts such as polarisation, echo chambers, deepfakes, and the spread of misinformation, as well as democratisation of publishing and platforming of historically marginalised voices.
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Introduction to Academic Skills
Students will prepare for intensive study and plan for success within the university environment. They will learn fundamental skills in academic writing, including how to structure academic essays and use correct APA referencing style. They will understand communication processes and practices in academic and professional contexts and demonstrate knowledge of academic integrity.
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Digital Media Communities and Cultural Influence
This unit will examine how digital media is shaping cultural perceptions. Students will examine negative impacts relating to mental health, body issues, online misogyny, and extremism, and opportunities such as democratised education, cultural exchange and understanding. Emerging issues will be explored relating to algorithms, AI and parasocial relationships, and the concentration of digital media ownership. Students will look at case studies from podcasts, Meta, TikTok, and extreme or alternative platforms.
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Representation in Film and Television
Students will analyse representations in film and television texts, focusing on deliberate authorial choices and film techniques that convey meaning. Students will examine semiotics and visual and narrative techniques used by filmmakers that shape cultural perceptions. They will explore distinct writing and directorial styles and make cross-cultural comparisons.
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Representations in Animation - Satire and Social Commentary
Students will examine the role of animation in commenting on cultural norms, gender roles, consumerism, and environmentalism. This module will help students develop skills to analyse animation's impact as a form of social critique, beyond its traditional role in children's media.
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Reality Bites
Students will explore how documentary and reality television creators make deliberate choices to shape representations of truth and reality. The module focuses on the ethical considerations of documentary filmmaking and reality television. Students will learn how to critically assess how truth is constructed, manipulated, and conveyed through editing and narrative techniques in non-fiction media.
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Exploring Rhetoric
Students will examine the three persuasive appeals and how they are used in advertising, political/protest speeches, and TED talks in order to persuade audiences. They will learn skills in critically appraising persuasive rhetoric in media messages to gain a better understanding of the use of language in manipulation. They will understand the structure of a persuasive speech and TED talk in preparation for their next assessment.
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Indigenous Representations Case Study
Students will explore the representations of Indigenous peoples across various historical periods and media. From newspaper reports to film and televisions, students will see how some texts have sought to challenge or align with certain narratives. Students will assess how the authors of media texts have worked to empower or disempower Indigenous Australians and the cultural impacts these media messages have had on Australian society.
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Global Media Institutions and Cultural Impact
Students will explore how global media institutions shape content and influence cultural exchange. This module examines the role of streaming services and international co-productions in shaping global media trends, cultural homogenisation, and the circulation of diverse voices. They will examine differences in semiotics between cultures and the impacts on cross-cultural communication. It also considers how First Nations creators have leveraged digital platforms to amplify Indigenous perspectives and challenge dominant media narratives.