Does the usefulness outweigh the drawbacks of negative emotional appeals?

Learning Outcomes:
By the end of the module, students should;
• The module provides opportunities for students to develop and demonstrate abilities in the
following areas.
• Knowledge and understanding: successful students will be able to demonstrate an
understanding of the external influences that shape the political and public service environment;
the constraints on and options available to political agents who wish to influence voters, and
organisationsthatwishto influence government policy and the public.
• Cognitive skills: successful students will be able to demonstrate an ability to critically
appraise the marketing techniques adopted by governments, not-for-profit organisations and
pressure groups, and the degree to which these succeed or fail.
Feedback
You will be given feedback throughout the module. The module organiser will give you a
variety of responses, comments, advice and suggestions of on your contributions in class
(such as your own questions, answers to questions, contributions to discussion, and your
presentations in class). The purpose of this feedback, which is given orally, is to enable
you to improve your learning, to help you to identify your strengths and weaknesses and
to work on them. We call this “formative” feedback, and we regard it as a very important
part of the teaching and learning process.
Bear in mind too that the responses you receive from your fellow students in class
when they hear your presentations or your contributions in discussion can also be useful
peer feedback of this formative kind. Peer feedback is often most useful, not always so
much about the substantive merits of your arguments and evidence (except where a fellow
student has particular expertise, typically in knowledge about an empirical topic, the
module organiser’s advice may be more valuable to you in this respect) but instead your
fellow students’ responses to you will often provide you with valuable feedback on how
clearly you express your arguments and how well you convey your evidence.
If you ask to see the module organiser during office hours, you can ask for more of this
kind of feedback on any aspect of your learning.
In addition, we provide you with written feedback in the form of comments on your
assignments and where applicable on your seminar presentation and handling of
questions afterward in the seminar. The purpose of this feedback is to explain the mark
that has been given, to explain how your work met or fell short of the standards we expect.
Because you will receive this feedback after classes or assessed presentation for the
module have concluded, and because it provides you with a summary of what you have
achieved by that concluding stage, we call this “summative” feedback. However, it will be
useful for you as you prepare for the next semester’s modules or for your work on your
dissertation.6
Assessment
Type Weighting Details Submission Date
Seminar
participation
Formative Be prepared to
discuss the readings
each week.
Every week,
throughout the
semester.
Group presentation Formative Three to five students
per group present on
a case study.
Throughout the
semester, you will
sign up for a slot on
QM+.
Coursework Summative: 30% 3,000 words group
report on the case
study.
Week 12 semester
A
Coursework Summative: 70% 2,000 words individual
essay. Questions will
be distributed in
seminars.
Week 1 semester B
Additional information/breakdown regarding assessment
details:
Seminar Participation (formative)
Read and think about the readings, ask questions on what is unclear, share your answers to the
questions proposed for discussion, play an active role in the exercises. There is a direct correlation
between seminar participation and high marks.