General Information
In the current media landscape, a reporter who has original ideas, a fresh voice, and sharp insights can quickly develop a brand, a following, and a portfolio of published work. This subject teaches you how to write in a variety of formats (from listicles to in-depth features, travel narratives, opinion, reviews, and columns), as well as how to pitch work to digital, print (newspaper, magazine, zine etc), and multimedia publications, and how to set up a blog or portfolio platform of your own. The style and content of the writing are entirely up to you. You will be encouraged to mine your interests, contacts, and natural writing style for inspiration and credibility and to find suitable publication outlets for your work. The work of previous students has been published by Buzzfeed, The Guardian, Huffington Post, Women’s Health, News Corp, and Frankie Magazine. Also, you will also consider the business of freelance writing, including personal branding, establishing contacts, freelance writing rates, and tax and business structures.
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Details
Academic unit: Faculty of Society & Design Subject code: JOUR13-318 Subject title: Freelance Feature Writing and Blogging Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Seminar
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. 'Class Participation' does not equate to 'Class Attendance'. Merely 'being there' is not sufficient to fulfil the following criteria: contribution, collaboration, preparation, cultural sensitivity, and initiative. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on factors such as the familiarity of the content. Please note: If you study on-campus, always bring your laptop to class. When you participate in the online sessions, always choose a private quiet place, with reliable internet and working microphone and camera, as you will use them regularly for class participation and activity. -
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
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | JOUR13-318 |
| Subject title: | Freelance Feature Writing and Blogging |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. 'Class Participation' does not equate to 'Class Attendance'. Merely 'being there' is not sufficient to fulfil the following criteria: contribution, collaboration, preparation, cultural sensitivity, and initiative. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on factors such as the familiarity of the content. Please note: If you study on-campus, always bring your laptop to class. When you participate in the online sessions, always choose a private quiet place, with reliable internet and working microphone and camera, as you will use them regularly for class participation and activity. |
| 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 |
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.
|
| Restrictions: |
Nil |
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:
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Critically evaluate a range of feature writing within its social, historical, cultural and ethical/legal contexts.
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.
- Critically analyse and edit their own written work for clarity, originality, coherence and brevity, demonstrating sensitivity to publication conventions, industry trends and audience expectations.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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 Portfolio Personal branding and blog/website 10.00% Week 4 4,5,6 Assignment Story package 1: The in-depth feature and pitch 50.00% Week 8 1,2,3,4,5 Portfolio Story package 2: Shortform features, with accompanying pitches 40.00% Week 12 1,2,3,4,5 - * 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 |
|---|---|---|---|---|
| Portfolio | Personal branding and blog/website | 10.00% | Week 4 | 4,5,6 |
| Assignment | Story package 1: The in-depth feature and pitch | 50.00% | Week 8 | 1,2,3,4,5 |
| Portfolio | Story package 2: Shortform features, with accompanying pitches | 40.00% | Week 12 | 1,2,3,4,5 |
- * 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 student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
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
Subject curriculum
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Feature writing: the basics
What makes a feature story, where to find them and the three basic building blocks of feature articles: facts, quotes and anecdotes.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Critically evaluate a range of feature writing within its social, historical, cultural and ethical/legal contexts.
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.
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History, culture and sub-culture
So often, feature writing is a way to reflect and interrogate culture. To do it will, you'll explore the social, political and historical foundations of culture, sub-culture and pop-culture. This unit also examines the role of media in creating, perpetuation and challenging culture and sub-culture and the ethical obligations of the media.
SLOs included
- Critically evaluate a range of feature writing within its social, historical, cultural and ethical/legal contexts.
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.
- Critically analyse and edit their own written work for clarity, originality, coherence and brevity, demonstrating sensitivity to publication conventions, industry trends and audience expectations.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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Audiences and publication platforms
The mechanics of the print (newspaper and magazine) and digital publication industry, the roles of features in the news cycle and the foundations of writing for online audiences.
SLOs included
- Critically evaluate a range of feature writing within its social, historical, cultural and ethical/legal contexts.
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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Writing a profile
A profile should capture something of the human experience. How to research, structure and write profiles.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
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Photography and visual elements
Understanding the design elements that accompany and define features, telling visual stories and 'packaging' your ideas.
SLOs included
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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Blogging
Writing for online platforms, setting up a blog or portfolio, developing niche content and finding and catering to a captive audience.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Critically evaluate a range of feature writing within its social, historical, cultural and ethical/legal contexts.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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The shape of stories
How to structure your feature articles, improve flow and transitions and the most engaging places to begin and end your stories.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Critically analyse and edit their own written work for clarity, originality, coherence and brevity, demonstrating sensitivity to publication conventions, industry trends and audience expectations.
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Opinion, analysis and columns
When to use and avoid first-person perspectives, the role of commentary in the media and how to write commentary that moves readers.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Critically analyse and edit their own written work for clarity, originality, coherence and brevity, demonstrating sensitivity to publication conventions, industry trends and audience expectations.
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Pitching your work
Pitching your stories, finding publication venues and working with editors.
SLOs included
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.
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Advanced feature writing techniques
From story concept to execution, how to take your stories to the next level and stand out in the freelance market.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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Travel writing
Putting yourself - and the reader - in the picture, through a narrative approach to travel writing.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Critically analyse and edit their own written work for clarity, originality, coherence and brevity, demonstrating sensitivity to publication conventions, industry trends and audience expectations.
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Headlines and editing
How to package your stories for maximum impact, and headlines that sell your work to editors and readers. Editing your work to make the content shine.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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Reviews
How to critique: the language, structure and role of reviews.
SLOs included
- Conceptualise, research, structure and write original feature stories in a wide range of styles, formats and for a variety of publications.
- Select and utilise creative and innovative approaches to both story development and personal brand.
- Consider written work within its visual and publication contexts and conceptualise, design and self-publish a blog.
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The business of freelancing
What to charge, how to invoice and how to set up and brand a freelance writing business.
SLOs included
- Demonstrate informed consideration of industry standards and trends and pitch work to potential freelance employers.