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It proposes methodological approaches to develop students’ skills in critical reading of media texts, particularly in interpreting authorial conception, plot organization, and genre features. The study is grounded in a Russian-Canadian experiment analyzing perceptions after viewing a detective/thriller film, followed by structured discussions and filmed interviews.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-analysis-of-detective-genre-in-media-studies-in-the-student-audience/588542/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-analysis-of-detective-genre-in-media-studies-in-the-student-audience/588542.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What difficulties do students encounter in early media studies?","Question",{"text":112,"@type":113},"Students often struggle to understand and interpret the author’s conception, plot, and genre features when discussing entertainment genres.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Russian-Canadian experiment conducted?",{"text":117,"@type":113},"Students collectively viewed Roman Polanski’s detective/thriller film Frantic, then took part in filmed interviews using unstructured, leading, and purposeful question sets.",{"name":119,"@type":110,"acceptedAnswer":120},"How were students’ critical analysis abilities assessed?",{"text":121,"@type":113},"A table was used to evaluate media competence through levels of plot analysis, character analysis, analysis of author’s attitude, and synthesis.",{"name":123,"@type":110,"acceptedAnswer":124},"What influence do educators’ question types have on student results?",{"text":125,"@type":113},"The article states that analysis outcomes depend directly on the types of questions asked, with unstructured questions producing different results than more guided approaches.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},588542,1792188579,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 4, Number 2-3, 2011  \nTHE ANALYSIS OF DETECTIVE GENRE IN MEDIA STUDIES IN  \nTHE STUDENT AUDIENCE  \nAlexander Fedorov  \nAbstract.Development of skills for the critical analysis of media texts - an important task of media education. However, media literacy practice shows that students have the problems with the discussion / analysis of entertainment genres in the early stages of media studies, for example, the difficulties in the process of understanding and interpreting the author's conception, plot and genre features. This article substantiates the methodological approaches to the analysis skills of detective/thriller genre in media studies in the student audience.  \nKey words: Media education, media literacy, media competence, media text, analysis, universities, students, media studies, film, thriller, detective story.  \nIntroduction  \nThe development of skills of critical analysis of media texts is an important task of media education. Thereupon I wrote more than once that this process shouldn’t be started with difficult art house works. However media educational practice shows that even when analyzing/discussing entertaining genres of media texts, at first senior pupils or students can encounter difficulties in understanding and interpretation of the author’s ideas, plot and genre peculiarities.  \nCollaboration with Chris M. Worsnop, one of the most well-known Canadian media educators, brought me the idea of the comparative analysis of typology of perception of works of these genres in Russian and Canadian student audience.  \nComparative analysis of typology of perception of works of these genres in Russian and Canadian student audience  \nOur joint Russian-Canadian experiment was based on the following methods [Worsnop, 2000]:  \n- the collective view of Roman Polanski’s detective/thriller film “Frantic” by 16-17 year old students;  \n- subsequent discussion and interview with the students, consisting of three parts (20 minutes each):  \n1) unstructured, spontaneous interviews with the use of general questions (such as: What can you say about this film? Who else wants to say something?); 2) interview with leading questions (such as: Which episode in your opinion was the main, the key one? Why? What did the filmmakers want to tell the audience?); 3) purposeful interview (for example, with the use of specific questions such as: Can you describe the relationship between the two main characters? What light effect was uses in a certain episode and why? etc.) . The interviews in Russia and Canada were filmed and then were thoroughly analyzed.  \nTable 1 was used for assessment of media competence of the students:  \nTable 1. The levels of critical analysis of media texts (as a part of students’media competence)  \n\n| The levels\u003Cbr>of the\u003Cbr>analysis of | Plot analysis | The analysis of\u003Cbr>characters | The analysis of author’s attitude | The synthesis |\n| --- | --- | --- | --- | --- |\n\n\n| media texts |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| High level | Perception and analysis of the plot as a component of the authors’ work (scriptwriters, director, actors, cameraman, composer, etc.) .\u003Cbr>The ability to put a particular plot in the context of other works of these or other authors, in genre and / or thematic, socio-cultural, political context. | Comprehensive understanding of psychological characteristics of characters. The ability to explain its relation to other components of the media text. The ability to compare the character of a particular character with the characters from works with similar plot schemes, genre and / or thematic spectrum. | Identifying, understanding the author’s point of view on a media text. The ability to analyze such components of audiovisual media text as script, composition, editing, lighting, sound design, image, etc. The ability to compare the author’s concept of a particular media text with the concepts of works with similar plot schemes, genre and / or thematic spectrum. | The ability to an","cbCaimwO5Y2S8mN7","https://ap.wps.com/l/cbCaimwO5Y2S8mN7","pdf",146956,"English","# Introduction\n# Comparative analysis of typology of perception of works of these genres in Russian and Canadian student audience\n## Methods and experiment design\n## Assessment framework: levels of critical analysis of media texts\n## Results and dependence on question types","[{\"question\":\"What difficulties do students encounter in early media studies?\",\"answer\":\"Students often struggle to understand and interpret the author’s conception, plot, and genre features when discussing entertainment genres.\"},{\"question\":\"How was the Russian-Canadian experiment conducted?\",\"answer\":\"Students collectively viewed Roman Polanski’s detective/thriller film Frantic, then took part in filmed interviews using unstructured, leading, and purposeful question sets.\"},{\"question\":\"How were students’ critical analysis abilities assessed?\",\"answer\":\"A table was used to evaluate media competence through levels of plot analysis, character analysis, analysis of author’s attitude, and synthesis.\"},{\"question\":\"What influence do educators’ question types have on student results?\",\"answer\":\"The article states that analysis outcomes depend directly on the types of questions asked, with unstructured questions producing different results than more guided approaches.\"}]","THE ANALYSIS OF DETECTIVE GENRE IN MEDIA STUDIES IN THE STUDENT AUDIENCE | PDF",1792065455,23]