RTF 395

Theory and Literature II: Media and Cultural Studies

Instructor: Jennifer McClearen, PhD

Time: Mondays 9:30-11:45 am
Classroom: CMA 5.130

Course Description
This course aims to survey a wide range of critical/cultural theories and topics
and will analyze media industries, texts, contexts, and audiences. By the end of this
seminar, students will be knowledgeable about the fundamental ideas, theoretical
approaches, methodological issues, and scholarly contributions that have influenced and
shaped the multidisciplinary field of humanistic media studies.

This course is Part II of a two-part series of core theory courses that RTF PhD students
must take in their first year. Part I covered foundational texts from the Frankfurt and
Birmingham Schools of Cultural Studies and prior, while Part II primarily explores
theories and topics since and also includes professional development topics. Students
from outside RTF may take the course with the instructor’s permission.

Required Texts
All will be embedded in the Perusall app linked to Canvas. See the reading schedule
below.
About Jenn

I’m an assistant professor in the Department of Radio-Television-

Film, and my research focuses on sports media, difference,
feminism, and brand culture. I’m looking forward to learning with
you! Please feel free to call me Jenn.

Course Assignments

Attendance and Participation (20%)

Much of the learning from the course will come from deep engagement with the texts
during discussions and activities. Please plan to complete the assigned readings prior to
the beginning of class. As many of the class texts are theoretically sophisticated, you
should allow enough time for close reading and analysis of two or three articles or
chapters for the day and skim others for main ideas -- both reading methods are
acceptable ways to engage scholarly literature according to interest and time. This class
is conducted as a seminar; students are expected to participate actively and regularly
by expressing their opinions and raising provocative questions about the course
material. In turn, students are expected to be respectful of and open to others’ opinions
and questions.

As a result of the course structure, your attendance and participation is key to our
success together. That said, managing life and graduate school can be challenging. Let
me know if you will be absent, but don’t feel obligated to give any reason why. Feel
free to use these attendance grace policies when needed:

Attendance Grace Policy:

1. If you cannot be present for any class meeting during the semester, then you
can write a 500-word discussion post that synthesizes the main ideas of the
readings that week. This option should not be exercised more than twice without
a discussion with me.

Reading in Perusall (30%)

In order to dig deeply into readings and collectively share insights, we will be reading,
annotating, commenting, and asking questions online via the Canvas-integrated app
Perusall. Canvas will automatically drop your lowest score. So, if you would
like to skip a week and take a 0, that score will be dropped.
Perusall helps you learn by collaboratively annotating the readings and communicating
with your classmates. Collaboration gets you help whenever you need it, makes reading
more interactive, and enables you to help others (which research shows is also a great
way for you to learn).

If you have a question or

information to share about a
passage in the readings,
highlight the text and type in a
comment as an annotation. You
can also respond to a classmate’s
annotation in threads (Facebook
style) in real time or upvote
questions you find helpful. Good
annotations contribute to the
class by stimulating discussion,
explaining your thought
processes, helping others, and
drawing attention to good points.
If a particular classmate’s point is
relevant, you can explicitly
"mention" them and they will be
immediately notified, even if not
presently signed on.

Perussall’s algorithm grades your work automatically. There are multiple ways to get a
100% score and some combination of the following will ensure that you do.
● Contributing at least five thoughtful questions or comments on the readings for
the set of readings (not five per reading, but five total on the set).
● Breaking the reading into chunks (instead of trying to do it all at once)
● Reading all the way to the end of the assigned reading
● Posing thoughtful questions and comments that elicit responses from classmates
● Answering questions from others
● Upvoting thoughtful questions and helpful answers

You may download and print readings from Perusall, but you’ll then need to go in and
type your comments and respond to your classmates. This may affect how the
algorithm scores you, but I can adjust it manually if needed. I understand that some
people learn better from print than from electronic reading.

Perusall has a set algorithm for grading purposes that will automatically link to the
Canvas gradebook. In using the app, I have noticed that it doesn’t always score fairly,
and I try to manually adjust when that happens, but sometimes I might miss it. You are
always welcome to ask me to check your work if you believe the algorithm is unfair.
Class Facilitation (20%)

Overview: Twice during the semester, you will take on the responsibility of facilitating
60 minutes of the class to encourage in-depth discussion and engagement with the
assigned readings. Facilitators must focus on at least three of the four readings for the
week.

Assignment Objectives:

● Thorough Understanding: Grasp the themes, arguments, and evidence

presented in the assigned articles or books for the week.
● Question Development: Develop generative questions that encourage class
members to delve into the week's themes and arguments from the selected
readings.
● Active Engagement: Facilitate classmates' active participation through various
means, such as discussions, debates, activities, or multimedia clips.
● Presentation Execution: Prepare and execute no more than a 15-minute
presentation, dividing it into segments (e.g., 5 minutes and 10 minutes, or three
5-minute segments, etc.) that specifically engage with particular arguments,
ideas, or concepts from the readings rather than attempting to cover everything
broadly. May include up to 7 minutes of multimedia clips for discussion or
analysis.
● Connection to Previous Readings: Establish connections between the current
readings and prior class discussions where relevant.
● Advance Notification: Inform Jenn a week in advance regarding the readings
you will focus on during your facilitation, which helps her plan the rest of class.
● Facilitation Plan Submission: Share a draft plan by Friday at noon, before
your scheduled facilitation. While feedback won't be provided, this ensures
coordination with what I’ll do in class.

Important Note: This assignment is not a 60-minute presentation but aims to actively
engage the class in robust discussion. Craft questions that delve into textual passages,
interpret concepts, and encourage consideration of relationships between current and
previous readings.

Grading Rubric:

● 20% Time Management:

● Pacing the 60-minute slot to actively engage classmates.
● 30% Organization:
● Logical sequence and flow of content, discussions, and activities.
● 50% Sophisticated Engagement:
 ● Demonstrate a strong command of the themes, arguments, and evidence
presented in the readings.

Final Seminar Paper

The seminar paper serves as a fundamental academic writing genre in graduate school
designed to develop your research and analytical skills. (See below for a more thorough
discussion of this genre.) This final paper, which should be approximately 2500-3000
words, provides an opportunity for you to delve into a media and cultural studies topic
of your choosing. The goal of this assignment is to hone critical thinking, writing, and
methodical analysis, preparing you for other genres of academic writing like journal
articles and dissertation chapters.
Please note that the word counts provided are approximations.
Introduction and Thesis Statement (300 words):
Begin your paper by introducing your chosen media object of study and elucidating its
significance within the realm of media and critical/cultural studies. Construct a clear and
concise thesis statement that outlines the specific argument you intend to make.
Resource: Crafting Argument-Driven Manuscripts
Links to an external site.
Literature Review (500 words):
Engage in an academic dialogue by conducting a comprehensive literature review.
Delve into existing research in media and cultural studies, utilizing texts from the course
(a minimum of 3) and external texts you discover independently (at least 5). Discuss
key theories and perspectives applied to analyze similar themes in diverse contexts.
Resource: How to Write a Literature Review
Links to an external site.
Methodology (200 words):
Articulate your methodological approach to analyzing the content. This may involve
textual analysis, discourse analysis, consideration of historical context, and examination
of relevant scholarly frameworks.
Critical Examination and Theoretical Application (1000 words):
Through in-depth analysis, critically examine your media object using your chosen
method. Demonstrate your understanding of theories learned in the course by applying
them to your analysis. Explicitly connect theories and concepts to the insights gained
from your examination of the topic.
Conclusion (500 words):
Summarize your findings and explore their implications for media and cultural studies.
Reflect on the broader significance of your analysis and elucidate how you might
transform this seminar paper into a journal article. Specify where you would augment
your analysis and identify the additional literature required.
Assessment Criteria:
Your final paper will be evaluated based on the following criteria:
● Analytical Depth: The depth of your analysis in examining your media object.
● Literature Review: The quality and relevance of your literature review
demonstrate engagement with existing scholarship.
● Theoretical Application: The effective application of theories learned in the
course to your analysis.
● Clarity of Expression: The clarity and coherence of your writing demonstrate
effective communication of ideas.
● Critical Thinking: The ability to think critically, creatively, and methodically in
exploring fresh and exciting viewpoints within media culture.
This assignment not only aims to showcase your ability to analyze media texts but also
encourages active participation in academic conversations, preparing you for future
academic work in media and cultural studies.
Levels of Feedback and Deadlines
When you submit your paper, please include in the comment box the level of feedback
you would like:
Level 1: This is a project I created just for this class, and while I want to get your
thoughts, I don't need a lot of detailed feedback because I'll probably only look at your
comments briefly. Due April 29 at 11:59pm.
Level 2: This is a project I created just for this class, but I really want to hear how well
you think my intellectual engagement holds up. I will carefully consider your feedback,
but I'm not likely to revise the paper. You never know. Due May 1st at 11:59pm
Level 3: This is a project that I may continue to work on. I want to develop it into a
conference paper, an article, or part of my thesis, etc. I would like detailed feedback
on what I can improve and will likely revise the paper. Due May 6th at 11:59pm.

What is a Seminar Paper?

(this is a post for my newsletter that has not been published yet.)

As you eagerly scan your graduate course syllabus, the term "seminar paper" and a
brief explanation of the word counts and sources needed immediately catch your
attention. Despite your assumption that everyone else understands its meaning, you
find yourself uncertain and curious about what precisely constitutes a seminar paper.
You are not alone, dear reader; despite the fact that many professors assign seminar
papers as a capstone to their rigorous reading and discussion courses, the genre is
rarely defined explicitly or even agreed upon in graduate school.
Yet, the seminar paper is a foundational academic writing genre for graduate students
in the humanities that allows you to practice your research and analytical skills.
Learning the ins and outs of this genre can help you express your thoughts clearly,
participate more actively in academic conversations, and learn how to write more
effectively.
Professors typically lay out granular guidelines for seminar papers, but students are not
always given a clear picture of the genre's overall value and purpose. You are expected
to learn through doing, as is common in graduate school and the academy in general,
but no one has told you what the overarching goals of this type of writing are or how
different professors apply them.
In true Publish Not Perish fashion, this post is about making the seminar paper more
transparent for graduate students in the humanities in particular, but some of this
insight may be applicable in other areas of study.
The Overall Goals of the Seminar Paper

Whatever your major may be, the seminar paper requires that you think critically,
creatively, and methodically, all of which are meant to prepare you for future academic
work. The seminar paper is an opportunity to gain a more comprehensive grasp of your
field while delving into fresh and exciting viewpoints.
An example of a seminar paper in my field, media studies, could be a research paper
analyzing the representation of gender in positions of power on the television show For
All Mankind (which is fascinating, by the way). The paper could explore how certain
stereotypes and portrayals contribute to harmful societal norms or represent more
progressive depictions of women in the workplace. An even more interesting paper
might consider the role of the revisionist history genre in imagining gendered “progress”
in society.
Through in-depth analysis and critical examination, the seminar paper would
demonstrate that you can 1) analyze texts for meaning (a method), 2) engage in
academic conversations (through a literature review), and 3) showcase some of the
theories you’ve learned in the course. Each item in this numbered list is a common
feature of humanistic seminar papers.
Consider Taking Learning Risks to Grow
Let’s say you just finished the For All Mankind paper in a previous class and are
tempted to do something similar in your current class because it feels safe. Although it
may be tempting to focus on what you know and are good at due to the pressures of
academia, remember that you are in graduate school to learn and grow, not to play it
safe. By taking risks in learning, you gain the potential to yield important insights that
could help move your field forward. You can't do that by playing it too safe, and you
also miss out on opportunities to really grow individually.
The point of a seminar paper is to learn how to synthesize, analyze, and
write, not to already be perfect at it.
Consider the seminar paper a learning tool. Here's a chance to hone your skills in
literature review, find areas where research or conversations could use some
improvement, and come up with creative ideas or fresh points of view. Grades matter
much less than learning how to write in fresh and innovative ways. (I’ve never
had to disclose my PhD GPA for any opportunity in my career.) Writing a seminar paper
also forces you to think critically about your subject and gives you practice interacting
with complicated concepts and theories in conversation with other scholars.
Disciplinary and Individual Professor Variations

Having said all of this, you still need to pay close attention to the guidelines your
professor provides you because each professor has different ideas about what
constitutes a good seminar paper, and there are disciplinary specifics. Generally,
developing analytical skills, incorporating other scholars' ideas, and writing clearly are
all agreed-upon goals of a seminar paper, but that doesn't mean that each professor
will have the same expectations or grading criteria. As a result, there is no universally
accepted definition of a seminar paper; rather, its characteristics are malleable and
dependent on the viewpoint and aims of the instructor.
As Joseph Taylor writes
Links to an external site.
“here are some common goals that professors provide for seminar papers:
● a nascent version of a future publication, complete with thorough knowledge of
secondary criticism, footnotes, and bibliography;
● a highly informed and detailed exploration of a single primary text; a glorified
close reading;
● an application of the skills and knowledge the seminar is intended to transmit,
referring to the texts, theories, or approaches covered during the semester;
● a very specific type of paper with a pre-defined structure or purpose (e.g., an
application of a particular theory to a particular text);
● an opportunity to pursue individual inquiries, however unrelated to the course’s
topic.”
Some professors really want you to dig deep into the literature and topics covered in
the class, while others will allow you to extend beyond the scope of the class and write
papers inspired by the course content rather than explicitly connecting to it. For these
reasons, it's key to adhere closely to their instructions and not assume they have the
same expectations as your last seminar professor.
Your professor might not make the specific aims of the paper explicit to you. I have
actually seen instructors write one paragraph in their syllabus about the paper, which
boils down to simply: “Write a seminar paper.” They don't explain any of the above
aims they might have for the paper and instead expect you to understand the genre.
If it is not clear what your professor wants, go to their office hours and ask them
explicit questions to help determine what they are asking for. It's not your fault if you
don't understand their instructions.
Maintain a Growth Mindset

Seminar papers often come with comments on how to make them better; in fact, if you
are a first-year graduate student, you may receive quite a bit of criticism. Remember,
you don’t already have to know how to write this genre when you begin graduate
school. It is important to approach feedback as an opportunity for growth and
improvement rather than taking it as an indication of your intelligence or potential.
Remember that you are not expected to already know everything when you start
graduate school; the goal is to learn and develop your skills over time. Having a growth
mindset is crucial to navigating the challenges of graduate school. By seeking guidance
from professors and asking explicit questions, you can gain valuable insights on how to
improve your work and master different writing genres.

Tentative Reading Schedule:

This schedule is subject to change a bit after the first day of class, depending on
student interest and background in various topics. Readings should be completed in
Perusall prior to class, unless otherwise noted. :

Jan. 22: Intro to Media and Culture Studies, Part II

● Ono. Critical/Cultural Approaches to Communication

● Banet-Weiser and Gray. Our Media Studies
● D’Acci. Cultural Studies, Television, and the Crisis in the Humanities.
● Ang. Stuart Hall and the Tension Between Academic and Intellectual Work.
● Facilitator: Jenn

Jan. 29: Racial Formations

 ● Omi and Winant. Racial Formations (extract)
● Squires. The Post-Racial Mystique (extract)
● Nakamura. Digitizing Race (extract)
● Hall, The Whites of Their Eyes
● Facilitator: Jenn

Feb. 5: Gender and Sexuality

● Fischer. Queer and Feminist Approaches to Transgender Media Studies

● Rubin. Thinking Sex: Notes for a Radical Theory of…
● Eng, Halberstam, and Munoz. What’s Queer about Queer Studies Now?
● Guzmán and Valdiva. Brain, Brow, and Booty: Latina Iconicity in US Popular
Culture
● Joseph. “Tyra Banks is Fat”: Reading (Post-)Racism and (Post-)Feminism…
● Facilitator: Laura Springman

Feb. 12: Selling Difference

● Gray. Subjected to Recognition

● Kohnen. Cultural Diversity as Brand Management in Cable Television
● Warner. Plastic Representation
● McClearen. Fighting Visibility (excerpt)
● Facilitator:

Feb. 19: New Materialisms and Affect

● Rentschler. Affect
● Ahmed. Affective Economies
● Gray. The Feel of Life: Resonance, Race, and Representation
● Coole and Frost. Introducing New Materialism
● Parikka. New Materialism as Media Theory…
● Facilitator:

Feb. 26: Unthinking Eurocentrism

● Shohat and Stam. From Eurocentrism to Polycentrism

● Teaiwa. Native Thoughts
● Ang. Diaspora Identifications and Postmodern Ethnicities
● Hall. New Ethnicities. (optional)
 ● Facilitator:

Mar. 4: Global and Local Media

● Straubhaar. Beyond Media Imperialism…

● Kraidy. Hybridity in Cultural Globalization
● Lotz. In Between the Global and the Local: Mapping Geographies of Netflix…
● Mehta. Localization, Diversification, and Heterogeneity…Indian New Media
● Facilitator: Dennis Sun

Mar. 11: Spring Break - No Class

Mar. 18: Audiences and Fans

● Ang. On the Politics of Empirical Audience Research

● Jenkins and Scott. Reflections on Textual Poachers
● Martin. Fandom While Black: Misty Copeland, Black Panther…
● Scott. Chapter 1
● Facilitator: Jina Lee

Mar. 25: Participatory and Convergence Cultures

● Duguay. Queer Women’s Self Representation on Instagram

● Brock. Distributed Blackness (extract)
● Duffy. Not Getting Paid to Do What You Love (extract)
● Burgess. Convergence
● Jenkins. Rethinking Convergence Culture
● Facilitator: Jina Lee

Apr. 1: Production and Culture Industries

● Myer, Banks, Caldwell.

● Martin. What is Queer Production Studies/Why is Queer Production Studies
● Nieborg and Poell. The Platformization of Cultural Production
● Lopez. Micro Media Industries (excerpt)
● Facilitator: Laura Springman

Apr. 8: Algorithms, Data, and AI

● Andrejevic, Hearn, and Kennedy. Cultural Studies of Data Mining: Introduction

 ● Noble. Algorithms of Oppression (excerpt)
● Yin. An Emergent Algorithmic Culture: The Data-Ization of Online Fandom.
● Mohamed, Png, and Issac. Decolonial AI: Decolonial Theory as Sociotechnical…
● Facilitator: Dennis Sun

Apr. 15: A Reading that Defined Your Thinking

● A week prior to today’s class, each student should email Jenn “a reading that
defined your thinking.”
● Facilitator: Jenn

Apr. 22: Final Essay Peer Review

● Facilitator: Jenn

Apr. 29: Final Paper Due for Level Three Feedback

May 1: Final Paper Due for Level Two Feedback

May 6: Final Paper Due for Level One Feedback

COURSE POLICIES AND RESOURCES

Access and Accommodation: Your experience in this class is important to me and it

is the policy and practice of the University of Texas to create inclusive and accessible
learning environments consistent with federal and state law. Please inform me early in
the first weeks of the semester if you have a learning difference or other issue that
could affect your performance in this class. The University of Texas at Austin provides
upon request appropriate academic accommodations for qualified students with
disabilities. For more information, contact the Division of Diversity and Community
Engagement, Services for Students with Disabilities, 512-471-6259,
http://www.utexas.edu/diversity/ddce/ssd/.

Diversity and Inclusion: Consideration for each other is very important in this
classroom. This includes being respectful of diversity of all kinds: race, ethnicity, sex
and gender, sexual orientation, ability/disability, among others. The diversities that
each of us brings to the classroom allow us to be exposed to other points of view. If
you have any concerns about any of these issues within this class, please let us know
as soon as possible. Conversations will remain confidential unless you request
otherwise.
Texas Senate Bill 17, the recent law that outlaws diversity, equity, and inclusion
programs at public colleges and universities in Texas, does not in any way affect
content, instruction, or discussion in a course at public colleges and universities in
Texas. Expectations and academic freedom for teaching and class discussion have not
been altered post-SB 17, and students should not feel the need to censor their speech
pertaining to topics including race and racism, gender and sexism, structural
inequalities, intersecting oppressions, LGBTQ+ issues, diversity, equity, and inclusion,
etc.

Grace Policy. In an effort to accommodate any unexpected political events, personal

issues, or overwhelming weeks, I have built a grace policy into our course. You do not
have to utilize this policy, but if you find yourself struggling with unexpected personal
events or needing more time for any reason, just let me know you will be selecting one
of the options below. There’s no need to explain why you need to use it and I won’t
ask. You may use this policy one of two ways:
● You may have a three-day extension for one assignment, OR
● You may have three one-day extensions for three different assignments

Attendance Grace Policy. If you cannot be present for any class meeting during the
semester, then you can write a 500-word discussion post that synthesizes the main
ideas of the readings that week. This option should not be exercised more than twice
without a discussion with me.

Religious Holidays: Religious holy days sometimes conflict with class and
examination schedules. If you miss a work assignment or other project due to the
observance of a religious holy day, you will be given an opportunity to complete the
work missed within a reasonable time after the absence.

The University of Texas Honor Code: The core values of The University of Texas at
Austin are learning, discovery, freedom, leadership, individual opportunity, and
responsibility. Each member of the University is expected to uphold these values
through integrity, honesty, trust, fairness, and respect toward peers and community.

Scholastic Honesty: The University defines academic dishonesty as cheating,

plagiarism, unauthorized collaboration, falsifying academic records, and any act
designed to avoid participating honestly in the learning process. Scholastic dishonesty
also includes, but is not limited to, providing false or misleading information to receive a
postponement or an extension on a test, quiz, or other assignment, and submission of
essentially the same written assignment for two courses without the prior permission of
the instructor. By accepting this syllabus, you have agreed to these guidelines and must
adhere to them. Scholastic dishonest damages both the student’s learning experience
and readiness for the future demands of a work-career. Students who violate university
rules on scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and/or dismissal from the university. For more
information on scholastic dishonesty, please visit the Student Judicial services Web site
at http://deanofstudents.utexas.edu/sjs

Counseling Support: Taking care of your general well-being is an important step in

being a successful student. If stress, test anxiety, racing thoughts, feeling
unmotivated, or anything else is getting in your way, there are options available for
support.

For immediate support:

Visit/Call the Counseling and Mental Health Center (CMHC): M-F 8-5p | SSB, 5th
floor | 512-471-3515 |cmhc.utexas.edu CMHC Crisis Line: 24/7
| 512.471.2255 |cmhc.utexas.edu/24hourcounseling.html

CARE Counselor in the Moody College of Communication is: Abby Simpson, LCSW
M-F 8-5p | CMA 4.134 | 512-471-7642 (Please *leave a message* if she is
unavailable)

FREE Services at CMHC:

Brief assessments and referral services
Mental health & wellness articles -cmhc.utexas.edu/commonconcerns.html
MindBody Lab - cmhc.utexas.edu/mindbodylab.html
Classes, workshops, & groups -cmhc.utexas.edu/groups.html