In a minority of cases students simply offered various sociological

In a minority of cases students simply offered

This preview shows page 4 - 5 out of 5 pages.

In a minority of cases, students simply offered various sociological explanations of class differences in the statistics but with no application of material from the Item, for example via accounts of how the ruling class can make the laws so as to avoid incriminating themselves. Question 4 Effective answers showed both breadth and depth of knowledge with a good range both of concepts and of issues. Material was presented analytically, unpacking a range of aspects of the relationship between crime and the media. These often included the social construction of crime news; media representations of crime, criminals and victims; the role of the media in creating crime (for example, relative deprivation, moral panics and the deviance amplification spiral) and the role of new media in contributing both to crime and to its policing. Evaluation was explicit and well linked to the specific issues raised in the answer. Less effective, but still reasonably successful, answers tended to lack this level of analysis and evaluation, and were more knowledge-driven. Weaker responses had a narrower range of aspects (usually focusing on media distortion) or presented little in the way of studies to support their claims. Such answers tended to be descriptive, limited in terms of concepts and lacking analysis and evaluation. Accounts of significant issues, such as moral panics or relative deprivation, were often hazy; the presentation of relevant studies was frequently skimpy or with inaccuracies. Some answers took a 'perspectives' approach, including Marxist, functionalist, feminist or other views. Unfortunately, this approach led many to focus on tangential material, with detailed accounts of the general sociological perspectives that quickly lost sight of the media, crime, or both. However, there were a few very good answers of this type that did succeed in applying such perspectives to the set question.
Image of page 4

Subscribe to view the full document.

Image of page 5
  • Summer '19
  • Maria Yvonne Dy

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask You can ask ( soon) You can ask (will expire )
Answers in as fast as 15 minutes