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MODULE NAME: MODULE CODE:

COMMUNICATION SCIENCE 2: INTERCULTURAL COMMUNICATION COMS6211/d/p

ASSESSMENT TYPE: ASSIGNMENT (PAPER AND MARKING RUBRICS)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 15 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules as
per the terms in the registration contract, in particular the assignment and assessment rules in The
IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the
Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.

INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Your assignment must be submitted through SafeAssign.
3. Save a copy of your assignment before submitting it.
4. Assignments must be typed unless otherwise specified.
5. All work must be adequately and correctly referenced.
6. This is an individual assignment.
7. For group assignments, the group may not exceed four members.
8. For group assignments, a peer evaluation component is required, and members of the group
may not receive the same final mark.

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Referencing Rubric

Providing evidence based on valid and referenced academic Markers are required to provide feedback to students by
sources is a fundamental educational principle and the indicating (circling/underlining) the information that best
cornerstone of high-quality academic work. Hence, The IIE describes the student’s work.
considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Minor technical referencing errors: 5% deduction from the
Part of achieving these high standards is referencing in a way that overall percentage – the student’s work contains five or more
is consistent, technically correct and congruent. This is not errors listed in the minor errors column in the table below.
plagiarism, which is handled differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty overall percentage – the student’s work contains five or more
of a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
• The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections of
for the module’s discipline has from one small section of the work. work.
been used, i.e., either APA, OR • Position of the references: references • For example, incorrect author information is
Harvard OR Law are only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for direct
• Position of the reference: a • For example, the student has incorrectly quotes missing, page numbers are provided for
reference is directly associated presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
with every concept or idea. book chapters (bibliography/reference used (in-text); the bibliography/reference list is
list). not in alphabetical order, the incorrect format for
• For example, quotation marks, a book chapter/journal article is used, information
page numbers, years, etc. are is missing e.g. no place of publication had been
applied correctly, sources in provided (bibliography); repeated sources on the
the bibliography/reference list reference list.
are correctly presented.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................
....................................................................................................................................................................................................................................................................................................

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Assignment Instructions
This assignment requires you to expand on the theoretical knowledge gained in class and apply it
to a practical situation.

In this assignment you are required to pitch and present the idea to the class, and after pitching
write your script, and record a creative video episode (3 – 5 min) on the topic of intercultural
communication.

The assignment questions are broken down into two written (Presentation, and script) and two
practical components (Presentation skill and video). You should follow the below instructions when
completing this assignment.

• Although you can use your Module Manual as a starting point for your assignment, you will
be required to conduct independent research on the topic of intercultural communication.
As much as the topic is about intercultural communication, it also tests students on public
speaking and presentation skills.

• The reference rubric and Harvard style must be used in the written component of the
assignment, and the submission must be submitted through SafeAssign. You should use at
least five (5) references in addition to your MM when completing this assignment.

• You can record your video with your technological device (camera or cellphone etc) and
edit it, if possible, on any software – Video Maker or Video Editor are easy-to-use example.

• Export your recorded video to MP4 and upload to SafeAssign along with your script.

• The video should be between 3 and 6 minutes. Any video after minute 6:00 will not be
included for assessment.

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Intercultural Communication and Public Speaking and Presentation Skills

Question 1: (10 Marks)

Intercultural communication refers to the effects on communication behaviour when different

cultures interact together. Hence, one way of viewing intercultural communication is as
communication that unfolds in symbolic intercultural spaces (Arasaratnam, 2013:48).

As part of this assignment, you are required to:

• Conduct research on the topic of intercultural communication,
• Pitch your unique idea to the class or a panel organised by your lecturer, after pitching,
• Write your script, and
• Record a video episode (3 – 5 min) on the topic of intercultural communication.

This assignment includes both theoretical (knowledge) and practical (skills) elements.
Please use the knowledge and experiences gained in class to create your own individual video
episode. Although this is an assignment that values critical thinking, originality, and student
creativity, be sure to follow the instructions carefully and be sure to include all required content.

Use the rubrics provided to ensure optimal success.

Your video should:

• Introduce the topic to the concept of intercultural communication.
• Explore at least three of the theories related to intercultural communication (using relevant
examples and references).
• Investigate some of the challenges related to intercultural communication. As part of this
investigation, you should interview or using your creativity to show someone’s experiences
or barrier to intercultural communication and use their experience to support your
investigation.
• Provide tips/advice on how viewers could try to improve their intercultural communication
skills.
• Rubrics have been provided to support you in the completion of this assignment.
• This question is broken down into four parts. You must complete all four parts of the
assignment.

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Q.1.1 Pitch and present your idea to the class or an organised panel (10)

Presentation should be:

In a PowerPoint, Word, or PDF form (Sell your ideas): It should be short and
catchy and must reveal the topic.

You need to:

• Visualise how the video you’re going to create will look like. (5 marks)
• Decide on the story you’ll tell to communicate your message. (3 marks)
• Who are the people/ characters to use, and why? (2 marks)

Question 1.2 (Marks: 45)

Q 1.2 Write a script for your video

The script should follow the following format:
Q.1.2.1 Scene/set description: Describe the background setup. For instance, (9)
where to shoot (outdoor, indoors setting, for example and why).
Q.1.2.2 Dialogue and narration: This include what character(s) say alongside (10)
specifications for voiceover.
Q.1.2.3 Stage directions: These are instructions on characters, setting and action (9)
around scenes in the script.
Q.1.2.4 Camera cues: Share notes on when the camera moves, including when (10)
they should zoom in/out, who to focus on and similar details.
Q.1.2.5 Post-production notes: This includes a text file (.SRT file) for captions to (5)
add for when the video is ready.
Q.1.2.6 References must be cited correctly using the Harvard method. (2)

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Question 1.3 (Marks: 45)

Q 1.3 Using your script as a guide, record your video episode, either on your phone or
camera or any other technological device that can shoot a video.
Remember to link this to learning outcomes.

*You can be as creative as you like with your video by incorporating elements such
as Intro music, sound effects, visuals, pictures etc. However, but remember note
that they should not be distracting for your viewers.

The video episode should not be longer than 5 minutes.

Although you are encouraged to use your creativity and use the video to share
your message with your viewer, your video must include the following elements:

Your video should:

Q.1.3.1 Visually introduce the topic to the concept of intercultural (10)
communication.
Q.1.3.2 Explore some of the theories related to intercultural communication (15)
(using relevant examples and references).
Q.1.3.3 Investigate some of the challenges related to intercultural (15)
communication. As part of this investigation, you should interview or
show someone’s experiences or barrier to intercultural communication
and use their experience to support your investigation.
Q.1.3.4 Provide tips/advice on how viewers and listeners could try to improve (5)
their intercultural communication skills.

[TOTAL MARKS: 100]

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APPENDIX A – Assignment Marking Rubrics

Markers – Please note that the rubrics below must be used to evaluate the students’ responses to the relevant assignment questions. Please clearly
indicate the specific mark you allocate for each rubric criterion to show how you reached the question total. Also, please provide constructive feedback
to ensure students and moderators can follow your marking logic based on the rubric criteria. The most important point is that many markers across
different campuses will be marking. The rubric needs to promote the validity and reliability of their marking practices. In addition, there is a separate
memorandum that provides additional marking guidance – please ensure you get this from your relevant campus administrator.

While reading the students submission the marker should consider the goals of the task and the description of each qualitative level. The marker
should match the students work to the appropriate qualitative level, highlighting areas of achievement or areas that were not adequately addressed
and then only assign the student a mark.

NB – Your lecturer will use the rubric below to mark your assignment. Please read through all marking criteria carefully, as you will be expected to apply
these in your communication strategy.

Please note: Tear off this section and attach it to your work when you submit it.

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MODULE NAME: INTERCULTURAL COMMUNICATION MODULE CODE: COMS6211/d/p

STUDENT NAME:
STUDENT NUMBER:

Question 1.1 Levels of Achievement Feedback

Poor Developing Good Excellent

Idea presentation (10 Marks)
Do not award ½ marks

• The idea of the video episode is clear.

• The synopsis does attract the attention.
0 1–2 3- 4 5
• The student has visualised how the video s/he is
going to create will look like.

• Introduces the topical idea of the video in an

appropriate way.
0 1 2 3
• The students have decided on the story s/he will
tell to communicate the message.

• Who are the people/ characters to use, and why? 0 1 2 -

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Question 1.2 Levels of Achievement Feedback

Video script (45 Marks) Poor Developing Good Excellent
Do not award ½ marks
Describe the background setup (9 Marks)

• Introduces the topical idea of the video in an appropriate 0–2 3-4 5–6 7–9
Q.1.2.1
way.

Dialogue and narration (10 Marks)

0–3 4–6 7–8 9 – 10

• Catches the reader’s attention and persuades them to want
Q.1.2.2
to watch the video.

Stage directions (9 Marks)

Q.1.2.3 0–2 3–4 5–6 7–9

• These are instructions on characters, setting and action

around scenes in the script.

Camera cues (10 marks)

0–2 3–4 5–7 8 – 10

Q.1.2.4
• Shared notes on when the camera moves, including when

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they should zoom in/out, who to focus on and similar details.

Post-production notes (5 Marks)

0 1–2 3–4 5
Q.1.2.5
• This includes a text file (.SRT file) for captions to add for when
the video is ready.

0 1 2 -
• References must be cited correctly using the Harvard method
Q.1.2.6

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Question 1.3 Levels of Achievement Feedback

Poor Developing Good Excellent
Video episode (45 Marks)
Do not award ½ marks

• Visually introduce the topic to the concept of intercultural 0–1 2–4 5–7 8 – 10
Q.1.3.1 communication. (10 Marks)

Explore theories (15)

• The student has explored some of the theories related to 0–3 4–6 7–9 10 – 15
Q.1.3.2
intercultural communication and has used relevant examples
and references.

Challenges related to intercultural communication (15)

• The student has showed thorough investigation on some of
the challenges related to intercultural communication.
Q.1.3.3 0 -3 4–6 7–9 10 – 15
• As part of the investigation, the student has interviewed or
showed someone’s experiences or barrier to intercultural
communication and use their experience to support their
investigation.

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Tips on how to improve Intercultural communication (5)

Q1.3.4 • Tips/advices have been provided on how viewers and 0–1 2–3 4 5
listeners could try to improve their intercultural
communication skills.

TOTAL /100

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