Due at the beginning of class ...
750 to 1,000 words
In class Friday, you were asked to interview a classmate about a time he or she learned something valuable from making a mistake. I asked to incorporate that incident into a profile of the person.
My focus in giving you the assignment was primarily on the psychology of interviewing someone about something that could be potentially embarrassing and reporting it, i.e. writing it up, in a way that doesn't unnecessarily embarrass the fellow student who trusted you with this information. But in grading your story, I will also be looking for how readable it is, how well written it is and how interesting it is. In other words, I will be evaluating it as a piece of journalistic writing.
Before you turn it in, be sure to check back over your story for things like:
-- sentence length
-- spelling (always!)
-- use of interesting, active words
-- good attribution of quotes
If you see things you want to change, use standard proofreader's symbols to make the changes.
Take the time to do some edits. (I know, I know: You'd think people who write for a living wouldn't use "edit" as a noun. But we do. Get used to it.) I won't count off for messy papers if you do. In fact, I'd rather see hard-copy edits in your papers. It shows me you're taking them seriously, and it shows you realize a little bit of mess is often required to get things right. You will find most of the editing symbols you need on line, and I'll show you a couple of others. Nancy Edmonds Hanson of Minnesota State University at Moorhead has a short list of the more common copyediting symbols on the Web ... and the The University of Colorado has a good summary of both editing (on the left) and proofreading (on the right) marks in two columns. They're no longer used much in the daily production of newspaper copy, but you still will need to know them for marking up hard copy in more complex editing situations. And if you should know I want my students to make handwritten edits. I've even been known to give extra credit for them,
A weblog for Pete Ellertsen's mass communications students at Benedictine University Springfield.
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February
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- COMM 209: Friday's class, Monday's assignment
- The Rocky Mountain News, April 23, 1859-Feb. 27, 2009
- COMM 390: Friday and Monday
- COMM 309390: Run up the flagpole for Wednesday
- COMM 209: Monday's profile assignment (w/ importan...
- COMM 309: Consumer cultures -- how far do we want ...
- COMM 209:In class Friday
- COMM 390: Things to look for in the Vatican's "Eth...
- 'Nothing to see here, move on': One of the all-tim...
- COMM 309: Pop culture -- in-class links
- COMM 209, 390: The future of journalism?
- COMM 390: Reorienting ourselves; three points of v...
- COMM 209: Assignment for FridayMonday ... plus: no...
- COMM 209: Pigs, pies, polka, NEWS! in class today
- All COMM classes read: Why we call this blog The M...
- COMM 390: Time for a cartoon break!
- STUDENT BLOGS -- SPRING 2009
- COMM 390 -- discussion questions for Friday, Feb. 6
- COMM 209: In-class assignment
- COMM 390: Caroline Kennedy, sheltered celebrities ...
- MARK YOUR CALENDARS -- Feb. 12
- COMM 390: Monday's class
- COMM 390, 209 (optional): Caroline Kennedy and ima...
- COMM 209: An opinion column (read this after the t...
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About Me
- Pete
- Springfield (Ill.), United States
- I'm a retired English, journalism and cultural studies teacher at Springfield College in Illinois (acquired by Benedictine University and subsequently closed). I coordinate jam sessions for the "Clayville Pioneer Academy of Music" at Clayville Historic Site and the Prairieland Strings dulcimer club, and I sing in the choir and the contemporary praise team at Peace Lutheran Church in Springfield. On Hogfiddle I post links and video clips for our sessions and workshops on the mountain dulcimer (a.k.a. "hog fiddle"), as well as research notes on folklore and cultural studies, hymnody and traditional Anglo-Celtic and Scandinavian music. I also posted assignments and readings in my interdisciplinary humanities classes. The Mackerel Wrapper (now on hiatus), carried assignments and readings for my mass comm. students. I started teaching b/log when I chaired SCI-Benedictine's assessment committee, and reopened it as the privatization of public schools grew increasingly troubling and closer to home.
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