COMM 209: More quick-'n'-dirty tips on writing a news story ... and WEDNESDAY'S ASSIGNMENT!!!

"What makes a good newspaperman? The answer is easy. He knows everything. He is aware not only of what goes on in the world today, but his brain is a repository of the wisdom of the ages. He is not only handsome, but he has the physical strength which enables him to perform great feats of energy. He can go for nights on end without sleep. He dresses well and talks with charm. Men admire him; women adore him; tycoons and statesmen are willing to share their secrets with him. He hates lies and meanness and sham, but he keeps his temper. He is loyal to his paper and to what he looks upon as the profession; whether it is a profession, or merely a craft, he resents attempts to debase it. When he dies, a lot of people are sorry, and some of them remember him for several days." -- Stanley Walker, city editor, New York Herald Tribune, 1924

Since you're assigned to cover a noon concert next week, I'm continuing my series of tip sheets on how you can survive the assignment and write a publishable piece of coverage before you've had the benefit of Tim Harrower's "Inside Reporting." They'll give you the basics. The rest of the semester, you'll be filling them in and gaining practice.

A few days ago I gave you a format for news stories that I like to call it a "quote-kebab" because I string the quotes together like a shishkebab. Like this:

Lede
(... which can be a summary of what happened, in a hard news story, or a little anecdote or attention-grabber followed by a "nut graf" [short for paragraph] that summarizes what happened ...)
+
Quote
+
Transition
(... and maybe not too much of it ...)
+
Quote
+
Transition
+
Quote
+
Transition
+
Quote(... and so on to the end of the story).

Here's a example. It's a feature story by Steve Lopez of The Los Angeles Times about a boy who was shot in a hate crime 10 years earlier and how he put his life together. I'll quote the lede, and you can link here for the rest of the story and here for my analysis in this blog last semester. Here's Lopez' story, which ran July 26, 2009:

One bullet hit Ben Kadish in the hip and tore through his abdomen. Another crushed his thigh bone. He tried to crawl to a multipurpose room for cover, but his body wouldn't get him there.

He still didn't know he'd been shot.

How could a boy of 5 conceive of a world in which a stranger, filled with hate, would walk calmly into a community center filled with children and fire 70 rounds from a semiautomatic rifle, on a mission to kill Jews?

Kadish figured the loud noise and the commotion were part of a fire drill at the North Valley Jewish Community Center in Granada Hills, but nothing seemed to make sense. He remembers lying on his back, gazing up and fading out.

Paramedic Todd Carb and his partner, Danny Jordan, plowed out of Fire Station 87 in Northridge with only sketchy information about a shooting. When they arrived at the community center and realized children were inside, they charged into the building before getting police clearance.

The smell of gunpowder was sharp. Shell casings littered the lobby. Jordan went to the aid of the receptionist who'd been shot; Carb heard a woman screaming and hustled down a hallway to where she knelt next to Ben Kadish. Carb knew instantly that the boy was gravely injured.

"Don't do that!" he ordered Ben, shaking him as the boy's eyes rolled back.

By L.A. Fire Department rules, paramedics were supposed to call for a helicopter to transport a badly injured child to a pediatric trauma unit. But 19 years of experience told Carb there was no time.

"He's not going to make it," he told his partner.

They agreed the only hope was to get Ben to nearby Providence Holy Cross Medical Center, and they rushed him there within minutes.

"As they were stripping his clothes off I took one last look at him and truly thought that was the last time I'd ever see him," recalled Carb, who is Jewish.

Today, as the 10-year anniversary of that rampage approaches, Ben Kadish is 15 and a solid 6 foot 3. He goes to movies, hangs at the mall with friends and will be a high school junior next month. He walks with a limp, but there is no other sign -- nothing physical, at least -- of the horror he endured on what had begun as a normal summer day. ...

There's a lot more to the story, and there's a lot to admire in the way Lopez wrote it. He is simply one of the best reporters in the business. But notice the way he strings the quotes together. Compare this passage later in the story, based on interviews with the boy and the paramedic:

Ben Kadish's family believes that Carb's quick decision helped save their son's life, and they have been friends ever since, meeting at summer barbecues and other gatherings. Carb was at Ben's bar mitzvah; he goes to Ben's birthday parties. He's watched the little boy who nearly died in his arms approach manhood.

"There's a bond between us," said Carb.

Ben calls Carb now and again just to say hello. Sometimes he'll hear a siren and call the paramedic to ask what's going on. Or he'll ask again about the day he can't fully remember but also can't forget.

"He's very curious to know everything that happened," said Carb, who received a medal of valor for his actions that day. "I think that's good. It helps him sort out the whole situation."

But how can such a thing ever be sorted out?

"I still have nightmares," Ben told me one day last week as if he needed to get it off his chest.

The tone and mood of these two passages are very different. The lede is urgent, fast-pased. The body, more relaxed. Almost rambling, full of little details of everyday life, birthday parties, a bar mitzvah, summer cookouts. But both passages are packed with direct quotation.

Let's look at some news stories at random, by surfing the Google news page. Not all of them will have as many direct quotes as Lopez' story. But see if you don't think the liveliest, most readable stories are packed with direct quotes.

Another story worth studying is a Pulitzer Prize-winning feature by Lane DeGregory of the St. Petersburg Times about a feral child in Florida. The Pulitzer Prize committee commended her three-part series for telling a "moving, richly detailed story of a neglected little girl, found in a roach-infested room, unable to talk or feed herself, who was adopted by a new family committed to her nurturing." It is a powerful story, very simply told. But as you read it, notice how it is written. Especially the quotes.

I compared a good news story to a shish-kebab earlier. Here's another way of putting it: The quotes provide the backbone of this story, of any journalistic story.

For Wednesday, READ "How to Write a Great News Story" by Lawrence Surtees on the SNN [SchoolNet News Network] website in Canada. Surtees is a 17-year veteran of the Toronto Globe and Mail, one of Canada's top newspapers, and his webpage for students in Newfoundland and Labrador is one of the best brief summaries of the basics I've seen anywhere. READ AND BE READY TO DISCUSS WEDNESDAY. BE READY TO WRITE A STORY AT ANY TIME, WITHOUT NOTICE, THAT DEMONSTRATES A DETAILED UNDERSTANDING OF SURTEES' GUIDELINES.

COMM 150 - revised reading assignments

We're behind!

Already!!

So we need to do something about that. The syllabus posted to my faculty page has the following schedule of assignments for the first five weeks:

First Week. Introduction to Class, syllabus, academic integrity, etc. Read Chapter 1, Mass Media Literacy; Chapter 2, Media Technology. Write: How much of what you know did you learn from mass media? How many of your attitudes, interests, tastes, etc., derive from mass media?

Second Week. Read Chapter 3, Books; Chapter 4, Newspapers; and Chapter 5, Magazines

Third Week. Read Chapter 6, Sound Recording; and Chapter 7, Motion Pictures

Fourth Week. Read Chapter 8, Radio; and Chapter 9: Television

Fifth Week. Read Chapter 10, Internet.

But that isn't going to work. We're only through Chapter 1, so I'm going to whip us through Chapter 2 today. So let's revise it. Like this:

First Week. Introduction to Class, syllabus, academic integrity, etc. Read Chapter 1, Mass Media Literacy; Chapter 2, Media Technology. Write: How much of what you know did you learn from mass media? How many of your attitudes, interests, tastes, etc., derive from mass media?

Second Week. Read Chapter 3, Books; Chapter 4, Newspapers; and Chapter 5, Magazines

Third Week. Read Chapter 6, Sound Recording; and Chapter 7, Motion Pictures

Fourth Week. Read Chapter 8, Radio; and Chapter 9: Television

Fifth Week. Read Chapter 10, Internet.

In other words, we're junking it. That's what it means when you draw a line through copy. Here's the revised schedule. I'll post it in red so it stands out.

First and Second Weeks. Chapter 1, Mass Media Literacy; Chapter 2, Media Technology. Write: How much of what you know did you learn from mass media? How many of your attitudes, interests, tastes, etc., derive from mass media?

Third Week. Read Chapter 3, Books; Chapter 4, Newspapers; and Chapter 5, Magazines

Fourth Week. Read Chapter 6, Sound Recording; and Chapter 7, Motion Pictures; Chapter 8, Radio; and Chapter 9: Television.

Fifth Week. Read Chapter 10, Internet.

COMM 209 - coverage assignment, Monday, Feb. 8

Your assignment: Cover this on-campus event. Write a 500-word newspaper-style story due Wednesday, Feb. 10. Here's the message as I received it.

Tunes at Noon - February 8th in the Student Lounge

"BEN-Springfield"
To: <students@sci.edu>, <staff@sci.edu>, <faculty@sci.edu>


Check out this artist before he breaks into big-time!


Monday, February 8 th from 11:30 – 1:00 in the student lounge!

Andrew Belle

“Andrew released his debut EP All Those Pretty Lights in 2008, containing songs featured in hit TV shows including “90210” and “The Real World.” His song “I’ll Be Your Breeze” garnered nationwide airplay including Los Angeles tastemaker station KCRW. His music and vocal styling draw comparisons to Coldplay, The Fray, and John Mayer. Fans and critics often re0fer to his songs as “smart pop”—nuanced melodies and contemplative lyrics coupled with bold, infectious hooks.”

Now you know as much as I know. How can you find out more before his concert? (Hint: We have computers in our classroom that can access the most powerful research tool known to humankind.)

COMM 291 - editorial meeting(s) / reflective essay on 'Years with Ross'

Emailed to students in COMM 291 (special topics - magazine editing) at 8:04 a.m. today:

Hi Guys --

We'd better get started on The Sleepy Weasel ... we'll get in a mad rush "crashing" the magazine whatever we do, but we ought to sit down and take a look at what we've got. Why don't you get back to me ASAPest and let me know what times it would be convenient for us to meet? We can confer separately ... don't necessarily have to sit down together under the apple tree.

My schedule is attached.

In the meantime, why don't you get started on "The Years With Ross?" It's an assignment I have to make in order to make working on The Weasel fit the requirements for an independent study course, but I think you'll get something out of reading it.

A couple of questions to keep in mind as you read ... and as you write the inevitable 750- to 1,000-word reflective essay on your reading. Post it to your blog when you finish the book, oh, in the next week or two:

-- James Thurber was one of the senior writing/editing people at The New Yorker for a long time when Harold Ross was editor. How did these people work together to get a magazine on the street? What was Ross' management style? What was their attitude toward literature, journalism, business side, in short all the things that go together to get a publication on the street?

-- What can *you* learn from this? Compare what Thurber says about The New Yorker with your experience on a magazine, a paper, a radio station, a fund-raising drive ... any collaborative effort you've been a part of that involves communicating with a public ... and reflect on: (1) what's the same, and what's different; and (2) what specific points can you use in future publication projects (including, of course, The Weasel, The Bulldog and/or projects for an off-campus not-for-profit organization).

-- Thurber is a tricky writer, there's more to him a lot of the time than what's immediately apparent on the surface. And his attitude toward Ross is, well, let's just say it's pretty complicated. But he was also an astute observer of human nature, and he had a gift for summing up a person or a situation with a well-crafted phrase or two. What, if anything, can you learn from reading him that might help you in your own writing?

My advice: Read the book quicky, and read it with these questions in mind. You're not so much savoring the work as mining it for information. (Think strip-mine operator driving a D-9 bulldozer.) I'll post this message to The Mackerel Wrapper so you don't have to clutter your in-box with it.

If any questions, pls don't hesitate etc. Contact me anyway, with your schedules, and don't hesitate about that either!

-- Doc

COMM 209 -- assignment for next week ... and a quick-and-dirty "quote-kebab" story format

Write a back-to-school story ... 500 words ... bring in a draft Monday ... or a tale of woe ... we'll discuss it, see how far we've gotten and take it from there. Completed story due Wednesday.

How to do it? Follow this link to the Reporter's Toolbox, http://www.snn-rdr.ca/snn/reporterstoolbox.html, a website for Canadian high school journalism students that is obviously written by working press.

Lede - school is starting up again at Benedictine. (Or, a Plan B for fallback if you need it: Spring is right around the corner, and people are thinking of spring.)

Interview at least three (3) people.

Here's a format you can use I like to call it a "quote-kebab" because I string the quotes together like a shishkebab. Like this:
Lede
+
Quote
+
Quote
+
Quote
+
Quote.

COMM 150

http://www.illinoistimes.com/Springfield/

COMM 150 209 291 297 393 my schedule - spring semester

To make an appointment, email me at my school address -- pellertsen@sci.edu -- to enlarge schedule, click on the JPEG below.

COM(M) 150 -- blog question

How much of what you know about the world did you learn from mass media? (i.e. the Internet, radio, TV, newspapers, magazines, etc.

more wisdom

suck an egg today

scramble one tomorrow

-- henry allison rollins dim

(central Illinois proverbist)

[John Knoepfle]

wisdom

"What makes a good newspaperman? The answer is easy. He knows everything. He is aware of what goes on in the world today, but his brain is the repository of the accumulated wisdom of the ages. ... When he dies, a lot of people are sorry, and some remember him for several days." -- Stanley Walker, city editor, The New York Herald Tribune, 1924

COMM 291 syllabus - special topics, magazine editing

Communications 291: Topics / Magazine Editing
Benedictine University at Springfield
Spring Semester 2010

Communications 291 is a special topics course, in this case offered on an independent study basis covering selected aspects of communications, in this case the principles and practices of editing magazine copy for publication to bring out a writer’s intent and voice. Instructor: Pete Ellertsen, 211 Beata Hall (old Ursuline convent), telephone 525-1420 x519. email: pellertsen@sci.edu. Office hours TBA. Home: 2125 South Lincoln, Springfield, IL 62704. tel. to be determined.

I. Course description. Student(s) will read a book about editor Harold Ross of The New Yorker and one of the University of Chicago Guides to Writing, Editing and Publishing; edit manuscripts for publication in Benedictine University Springfield’s campus magazine, The Sleepy Weasel; and reflect on their experience in writing and at periodic meetings with the instructor, who serves as faculty adviser and production manager of the magazine. The catalog description of COMM 291 is as follows:

Course Title: Topics
Course Number: COMM 291
Credits: 3.00
Description
Study of aspects of communication on the intermediate level not listed as regular course offerings. May be repeated.

An Independent Study Learning Contract, agreed to by each student and the instructor among others, will be attached to this syllabus. Credit will not be assigned for COMM 291 until this contract has been executed by all parties to the contract and filed with the Office of the Registrar.

II. Textbooks. There are two: (1) Carol Fisher Saller, The Subversive Copy Editor: Advice from Chicago (U. of Chicago, 2009); and (2) James Thurber, The Years with Ross (ed. Adam Gopnik, HarperCollins Perennial Classics edition, 2001). Stylebooks for The Sleepy Weasel are the Associated Press Stylebook and The Chicago Manual of Style.

III. Mission statement of Benedictine University. Benedictine dedicates itself to the education for the undergraduate and graduated students from diverse ethnic, racial and religious backgrounds. As academic community committed to liberal arts and professional education distinguished and guided by its Roman Catholic tradition and Benedictine heritage - the University prepares its students for a lifetime as active, informed and responsible citizens and leaders in the world Community.

IV. Goals, objectives and outcomes.

A. Goals.
• Students will learn basic editorial principles, attitudes and practices in academic and quality magazine settings
• Students will gain practical editing experience on Benedictine Springfield’s campus magazine.
• Students will gain metacognitive knowledge of their experience and its relation to the practices and principles detailed in their readings

B. Student Learning Objectives. Upon completion of the course, students will be able to demonstrate mastery of specific editing skills required in the preparation of articles and art for publication and in the production of a campus magazine of literature, the arts and public affairs. Students will reflect on how these skills relate to the following Communication Arts program objectives:

1. Prepare graduates for careers in advertising, electronic and print media, journalism, public relations, publishing, writing or other careers requiring sophisticated communications skills;

2. Prepare graduates for continued study in graduate or professional school;

3. Develop the student's critical and imaginative thinking, reading and writing skills;

4. Develop skills to empower the student to communicate ideas effectively, through speaking, writing and the use of technology;

5. Develop skills for critical interpretation of the media;

6. Foster aesthetic understanding in both production and interpretation of media texts;

7. Develop knowledge of the methods to make responsible social and personal decisions;

8. Develop primary and secondary research methodologies;

9. Develop an understanding of the history, structure and operation of the mass media;

10. Provide an understanding of the impact of mass media industries and messages on the individual, society and culture;

11. Develop professional-level skills in written and oral communication for a variety of media and audiences;

12. Develop professional-level production skills for both print and electronic media;

13. Encourage the development of creative expression; and

14. Help the student develop a professional media portfolio.

V. Teaching Methods. Please see Course Requirements below.

VI. Course Requirements.

A. PRDUCTION AND EDITING – Duties as assigned by the faculty adviser.
B. JOURNAL - The student is expected to keep a log of work performed in the editing and production of the magazine, and to meet regularly with the faculty mentor. The student is encouraged to use these conferences to discuss his/her journals and begin planning for the reflective essay due at the end of the semester.
C. SELF-REFLECTIVE PAPER - The student will prepare a 5- to 7-page self-reflective essay on the internship experience, based on the journal he/she has maintained through the semester and relating his/her learning experience to program goals of the Communication Arts program. The body of the paper should explain the processes, projects, and learning experiences acquired by the student during the internship period. This essay will be turned into the faculty adviser by the last day of regularly scheduled classes in the semester.

VII. Means of Evaluation. Grades are weighted as follows:

• SELF-REFLECTIVE PAPER - 50%
• EVALUATION OF WORK PRODUCT - 30%
• IN-PERSON MEETINGS WITH FACULTY MENTOR - 20%

Academic Integrity Statement. Academic and professional environments require honesty and integrity, and these qualities are expected of every student at Springfield College-Benedictine University. In accordance with such expectations, academic integrity requires that you credit others for their ideas. Plagiarism, whether intentional or not, is a grievous offense. Any time you use words or ideas that are not your own, you must give credit to the author, whether or not you are quoting directly from that author. Failure to do so constitutes plagiarism. Any incident of plagiarism and/or academic dishonesty may result in serious consequences. Penalties for academic dishonesty vary depending on the severity or extent of the problem but are always serious. The following are consequences you may face for academic dishonesty:

• a failing grade or “zero” for the assignment;
• dismissal from and a failing grade for the course; or
• dismissal from the Institution.

Please refer to the Springfield College Benedictine University Catalog or the Student Handbook for a complete discussion of the Academic Integrity policy.

Grade Appeal Process. According to the Springfield College Catalog, grade appeals must be initiated 90 days prior to the end of one semester after the course in question has been completed. The process for appealing a grade is outlined below. First, contact the Instructor.
1. A student must appeal to his/her instructor in writing (e-mail is acceptable) and provide specific reasons why his/her grade should be changed.
2. The instructor must respond to the student in writing (e-mail is acceptable) and provide a copy to the division chair. Second, contact the Division Chair.
3. If the student wishes, he/she may then appeal to the division chair in writing (e-mail is acceptable) and provide specific reasons why his/her grade should be changed without the instructor’s permission. The student should understand that overwhelming evidence must be presented to the division chair to prove that the current grade is incorrect.
4. The division chair must respond to the student in writing (e-mail is acceptable) and provide a copy to the academic dean. Lastly, contact the Academic Dean.
5. If the student wishes, he/she may appeal to the academic dean in writing (e- mail is acceptable) and provide specific reasons why his/her grade should be changed without the instructor’s or the division chair’s permission. The student should understand that overwhelming evidence must be presented to the academic dean to prove the grade is incorrect.
6. The academic dean must respond to the student in writing (e-mail is acceptable). The academic dean’s decision is final.

Incomplete Request. To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a passing grade, and a student must submit a completed Request for an Incomplete form to the Registrar’s Office. The form must be completed by both student and instructor, but it is the student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary signatures. Student Withdrawal Procedure It is the student’s responsibility to officially withdraw from a course by completing the appropriate form, with appropriate signatures, and returning the completed form to the Advising Office. Please refer to the Student Handbook for important financial information related to withdrawals.

Add/Drop Dates

January 25 - Last day to add courses
January 25 - Last day to drop a course without a W (4:00 p.m.)
April 5 - Last day to drop courses

VIII. Course Outline and/or Calendar. See goals and objectives above. Calendar TBA.

IX. Americans with Disabilities Act. Benedictine University at Springfield College in Illinois provides individuals with disabilities reasonable accommodations to participate in educational programs, actives and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact the Director of the Resource Center as early as possible.

X. Assessment. Goals, objectives, and learning outcomes to be assessed will be stated in the Learning Contract. Primary means of assessment will be self-reflective essays and examination of any portfolio artifacts.

Final exam schedule TBA.

COMM 209 syllabus

Communications 209: Basic Newswriting
Benedictine University/Springfield College
Spring Semester 2009

www.sci.edu/faculty/ellertsen/com209syllabus.html

A saying at the St. Petersburg Times requires reporters to "get the name of the dog, the brand of the beer, the color and make of the sports car." A man ties a bowling ball to the neck of a fluffy, white, three-legged dog and throws the dog into Tampa Bay. The mutt is rescued and, eventually, adopted. I can't explain why, but the story is incomplete, and barely satisfying, without the name of the dog. Was its name Sid or Nancy, Butch or Fluffy, Aries or Ariel? The name of the dog makes the story real. -- Roy Peter Clark

Communications 209 (formerly English 215) meets from 9:00 to 10:15 a.m. Tuesday and Thursday (TR) in the Computer Lab in SCI's Dawson Hall (D-22). Instructor is Pete Ellertsen, 211 Beata Hall, telephone 525-1420x519. e-mail: pellertsen@sci.edu. Office hours TBA. Home: 545 Feldkamp, Springfield, IL 62704. tel. 793-2587.
I. Course Description.

Course Title: Newswriting-Reporting
Course Number: COMM 209
Credits: 3.00
Description
Principles and practice in gathering and writing news as well as preparing copy for publication. Fall.
Prerequisites
RHET 103 or HNRS 190

Communications 209 (basic newswriting) is the second
of two writing- and editing-intensive courses designed
to give mass communications majors a foundation in the
skills required of professional writers seeking
entry-level employment as journalists. Non-majors are
encouraged to take COMM 209 as an elective if they
have: (1) strong writing skills, including the ability
to produce clean (i.e. gramatically correct) copy on
deadline; (2) a basic working knowledge of the
Associated Press Stylebook; and (3) a serious interest
in improving their writing skills by frequent
practice. Students who do not meet these qualifictions
may find other electives more congenial, but help is
available in the SC/BU learning center for students
who are willing to put in the extra effort required to
overcome deficiencies in their writing and editing
skills.


II. Textbooks. 1. "Inside Reporting" by Tim Harrower. Since the edition changed this year, I will teach out of both the first and second editions; you may use either. 2. "The Associated Press Stylebook and Libel Manual." 3. Readings on the World Wide Web as indicated below or in the class weblog at . All written work will conform to the AP Stylebook. Supplies. A 4x8-inch reporter's notebook. As events arise in the real world and they are covered in the news media, we will discuss them as they occur. Unfortunately they may not occur in the exact order of the readings in our textbook; therefore, you should realize that you still need to read the textbook even if we do not necessarily discuss it in class every day.

III. Mission Statements.

The mission of Springfield College in Illinois is to provide students the best liberal arts education in the Ursuline tradition of a nurturing faith-based environment. We prepare students for a life of learning, leadership and service in a diverse world.

Mission statement of Benedictine University. Benedictine dedicates itself to the education for the undergraduate and graduated students from diverse ethnic, racial and religious backgrounds. As academic community committed to liberal arts and professional education distinguished and guided by its Roman Catholic tradition and Benedictine heritage - the University prepares its students for a lifetime as active, informed and responsible citizens and leaders in the world Community.

IV. Goals, objectives and outcomes

On completion of the course, students will be able to:
• Define what constitutes news and how news stories differ from features and opinion pieces; Explain and apply the principles of journalistic ethics, professional courtesy and taste to the gathering of information and writing of news stories. List and explain the basic tenets of media law including libel and defenses of libel, and invasion of the right of privacy.
• Effectively display research, note-taking, and interviewing skills to gather and write news stories on deadline; demonstrate knowledge of Associated Press stylebook rules.
• Construct concise, complete, balanced, readable and accurate news stories under deadline pressure that communicate information clearly using inverted pyramid structure and other organizing principles.
• Write effective ledes, and organize a variety of types of news stories, including advances, speeches, meetings, crime, fires and accidents, obituaries, weather, briefs and news feature or "human interest" stories.
• Explain and apply the principles of journalistic ethics, professional courtesy and taste to the gathering of information and writing of news stories. List and explain the basic tenets of media law including libel and defenses of libel, and invasion of the right of privacy.

The following Common Student Learning Objectives (CSLOs) adopted Dec. 9, 2004, are addressed:
• Content Knowledge (Lifelong Learning) CK-1. Know and apply the central concepts of the subject matter.
• Communication Skills (Lifelong Learning and Leadership) CS-1. Communicate effectively in oral and written forms.
• Problem Solving Skills (Lifelong Learning and Leadership) PS-2. Seek information and develop an in-depth knowledge base, grounded in research.
• Social Responsibility (Service and Leadership) SR-2 Make ethical and informed decisions

V. Teaching Methods. Peer work, small group and whole classroom discussion (including participation in discussion on The Mackerel Wrapper, pre-writing, drafting and editing exercises; conferencing as appropriate; and intervention in student writing processes.

VI. Course Requirements.

A. Attendance Policy. Attendance is mandatory. To avoid class disruption, students in COM 209 must be on time. If a student misses class, is the student's responsibility to get class notes, assignments, etc., from classmates. Missed in-class work, by its very nature, cannot be made up. Absences will hurt your grade.

B. Reading Assignments. Please see the Tentative Calendar below.

C. Written Assignments.

• You will do frequent in-class writing exercises from fact sheets which will be supplied by the instructor. Count on 1-2 per week. They must be written on deadline and completed by the end of that class period.
• You will be required to cover at least three live events out of class. I will suggest local government meetings, legislative hearings, political rallies, news conferences and other news events in the community.
• Writing exercises, both in- and out-of-class, will be assigned without notice. (That's how news happens -- without notice. Wrecks and fires are not scheduled.) Missed assignments cannot be made up.
• You are required to post journal observations on the newspaper or broadcast news site you monitor on a weekly basis.
• Your 750-word news feature story is due the week of April 15.
• Both the midterm and final exam will be treated as deadline writing assignments in which accuracy, clarity and your ability to produce "clean copy" count toward your grade.

If you must be absent for good cause, I will whenever possible try to give you an opportunity to make up the work. But on some assignments, I simply will be unable to do so. especially if they involve "spot" news that cannot be repeated, e.g. a shooting or legislative debate. Absences will hurt your grade.

VII. Means of Evaluation. Your final grade will be based on assignments weighted as follows: (A) class discussion and journals posted to the Mackerel Wrapper blog and/or the class discussion board monitoring a daily newspaper or broadcast news on the World Wide Web, worth 25 percent of the total grade; (B) in- and out-of-class written exercises, worth 25 percent of the total; (C) at least three news-feature stories based on live interviews conducted outside class, worth 25 percent; and (D) quizzes and tests including the midterm and the final exam, worth 25 percent.

Grading scale, A = 90-100. B = 80-89. C = 70-79. D = 60-69. F = 0-59. Please note, The grade of "E" has been changed to "F." You don't want either.

Note to students. Be sure to keep copies of your written work for your senior portfolio.

Academic Integrity Statement

Academic and professional environments require honesty and integrity, and these qualities are expected of every student at Springfield College-Benedictine University. In accordance with such expectations, academic integrity requires that you credit others for their ideas. Plagiarism, whether intentional or not, is a grievous offense. Any time you use words or ideas that are not your own, you must give credit to the author, whether or not you are quoting directly from that author. Failure to do so constitutes plagiarism.

Any incident of plagiarism and/or academic dishonesty may result in serious consequences. Penalties for academic dishonesty vary depending on the severity or extent of the problem but are always serious.
The following are consequences you may face for academic dishonesty,

• a failing grade or “zero” for the assignment;
• dismissal from and a failing grade for the course; or
• dismissal from the Institution.

Please refer to the Springfield College Benedictine University Catalog or the Student Handbook for a complete discussion of the Academic Integrity policy.

Grade Appeal Process. According to the Springfield College Catalog, grade appeals must be initiated 90 days prior to the end of one semester after the course in question has been completed. The process for appealing a grade is outlined below.

First, contact the Instructor.
1. A student must appeal to his/her instructor in writing (e-mail is acceptable) and provide specific reasons why his/her grade should be changed.
2. The instructor must respond to the student in writing (e-mail is acceptable) and provide a copy to the division chair. Second, contact the Division Chair.
3. If the student wishes, he/she may then appeal to the division chair in writing (e-mail is acceptable) and provide specific reasons why his/her grade should be changed without the instructor’s permission. The student should understand that overwhelming evidence must be presented to the division chair to prove that the current grade is incorrect.
4. The division chair must respond to the student in writing (e-mail is acceptable) and provide a copy to the academic dean. Lastly, contact the Academic Dean.
5. If the student wishes, he/she may appeal to the academic dean in writing (e- mail is acceptable) and provide specific reasons why his/her grade should be changed without the instructor’s or the division chair’s permission. The student should understand that overwhelming evidence must be presented to the academic dean to prove the grade is incorrect.
6. The academic dean must respond to the student in writing (e-mail is acceptable). The academic dean’s decision is final.

Add/Drop Dates

Jan. 25 - Last day to add courses
Jan. 25 - Last day to drop a course without a W (4,00 p.m.)
April 5 - Last day to drop courses

Incomplete Request. To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a passing grade, and a student must submit a completed Request for an Incomplete form to the Registrar’s Office. The form must be completed by both student and instructor, but it is the student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary signatures.

VIII. Course Outline and Calendar. The course outline is as follows:

A. Professional news gathering

1. Definition of news
2. Objectivity in news reporting
3. Defamation (libel), privacy invasion and the law
4. Canons of professional ethics

B. News gathering

1. Interviewing
2. Data base and public records research
3. Note taking and quotation
4. Standards of accuracy
C. News writing

1. Function of the lede and nut graf
2. Patterns of organization
3. Types of hard news stories
4. Feature writing
D. News editing

1. AP style
2. handling quotations

The schedule of assignments posted below is tentative. Students who miss class are responsible for keeping up with rescheduled assignments.

IX. Americans with Disabilities Act. Benedictine University at Springfield College in Illinois provides individuals with disabilities reasonable accommodations to participate in educational programs, actives and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact the Director of the Resource Center as early as possible.

If documentation of the disability (either learning or physical) is not already on file, it may be requested. Once on file, an individual student’s disability documentation is shared only at that individual’s request and solely with the parties whom the student wishes it shared. Requests are kept confidential and may be made by emailing jharris@sci.edu or by calling 217-525-1420, ext. 306.

X. Assessment. Goals, objectives, and learning outcomes to be assessed will be stated in the Learning Contract. Primary means of assessment will be self-reflective essays and examination of any portfolio artifacts.

XI. Illinois Articulation Initiative. Goals and objectives of Springfield College course COM 209 meet the criteria of of iTransfer Course MC 919: Basic News Writing (3 semester credits): "Introduction to news writing including, the techniques of news gathering, reporting, and interviewing; the use of library and online database research methods; and other related skills. Students write basic stories under real time constraints." Benedictine University course COMM 209 incorporates the same goals and objectives.

Tentative Calendar

Please note that in-class exercises and discussion, both oral and written, will be assigned without prior notice. In-class work, by its very nature, cannot be made up. Nor do news events repeat themselves. You cannot ask a fire, flood or murder trial to go back and do it again because you slept late that day.

Week 1. Getting started. I will assign your first story, due next week. It is (appropriately enough) a back-to-school story. In class we will go over the skills you will exercise in reporting and writing the story: (1) taking notes and reproduding the spoken word in writing; (2) journalistic conventions of sentence structure, paragraphing and quotation; and (3) using the AP Stylebook.

Week 2. Read Harrower, preface, acknowledgements, "About this book" and Chapter 1 "The story of journalism." We will begin posting comments to The Mackerel Wrapper. Back-to school story is due.

Week 3. Read Harrower, Chapter 2 "How newsrooms work." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 4. Read Harrower, Chapter 3 "Newswriting basics." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 5. We will re-read Harrower, Chapter 3 "Newswriting basics." This stuff is important. That's why we're taking two weeks with it so we can get it right. Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 6. Read Harrower, Chapter 4 "Reporting basics." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 7. We will re-read Harrower, Chapter 4 "Reporting basics." This stuff is important, too. Every single word you write has to be backed up with reporting. Always. That's why we're taking two weeks with this chapter so we can get it right. Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 8. Read Harrower, Chapter 5 "Covering the news." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 9. Read Harrower, Chapter 6 "Beyond breaking news." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 10. Read Harrower, Chapter 7 "Law and ethics." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 11. Read Harrower, Chapter 8 "Online reporting." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 12. Read Harrower, Chapter 9 "Broadcast Journalism." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 13. Read Harrower, Chapter 10 "Public Relations." Deadline writing exercises and on-line discussion in The Mackerel Wrapper.

Week 14. Review.

PLEASE NOTE: April 7 is Assessment Day. Mandatory testing for all sophomores. THIS IS A GRADUATION REQUIREMENT.

Final exam schedule TBA

COMM 150 syllabus

Communications 150, Intro to Mass Comm.
Springfield College/Benedictine University
Spring Semester 2010

[Television] is not a tool by which the networks conspire to dumb us down. TV is a tool by which the networks give us exactly what we want. That's a far more depressing thought. -- "The Vent," The Atlanta Journal-Constitution, Jan. 19, 1999.

Communications 150 meets from 1,50 to 2 p.m. MWF in Dawson 220. Instructor, Pete Ellertsen, 211 Beata Hall (old Ursuline convent), telephone 525-1420 x519. email, pellertsen@sci.edu. Office hours TBA. Home, 2125 South Lincoln, Springfield, IL 62704.

I. Course description. Introduction to Mass Communication (3 credit hours), Introduces students to the basic concepts of mass communications. The course fosters an understanding of the nature, functions and responsibilities of communication media in our society; presents concepts and principles of journalism, both oral and written; and prepares students to be intelligent consumers of mass media, including newspapers, books, television, radio and the Internet (prerequisite, IAI MC 911).

II. Textbooks. Vivian, John. The Media of Mass Communication. (9th ed.). Pearson Education, Inc., Boston, MA, 2008. In this course, you will be expected to use AP style writing. A copy of The Associated Press Stylebook and Libel Manual is on reserve at the circulation desk in Becker Library. If you plan to major in mass comm., I encourage you to purchase this book as a supplement for all communication classes and your future professional career.

III. Mission Statement. The mission of Springfield College in Illinois is to provide students the best liberal arts education in the Ursuline tradition of a nurturing faith-based environment. We prepare students for a life of learning, leadership and service in a diverse world.

Mission statement of Benedictine University. Benedictine dedicates itself to the education for the undergraduate and graduated students from diverse ethnic, racial and religious backgrounds. As academic community committed to liberal arts and professional education distinguished and guided by its Roman Catholic tradition and Benedictine heritage - the University prepares its students for a lifetime as active, informed and responsible citizens and leaders in the world Community.

IV. Goals, objectives and outcomes

A. Goals.
• The main goal of this course is to develop a critical understanding of mass communication and its influence in society.
• Students will understand the practice, theory and ethics of various communication industries or careers.
• Students will gain practical experience through observations of their own personal interactions with the media in daily life.

B. Objectives. The following Common Student Learning Objectives (CSLOs) adopted Dec. 9, 2004, are addressed,
• Content Knowledge (Lifelong Learning) CK-1. Know and apply the central concepts of the subject matter.
• Communication Skills (Lifelong Learning and Leadership) CS-1. Communicate effectively in oral and written forms.
• Problem Solving Skills (Lifelong Learning and Leadership) PS-2. Seek information and develop an in-depth knowledge base, grounded in research.
• Social Responsibility (Service and Leadership) SR-2 Make ethical and informed decisions

C. Course Based Student Learning Objectives. Students will be able to,
• Discuss the historical and social context of mass communication and how it evolved.
• Describe the major media, functions, and models of mass communication.
• Demonstrate critical thinking skills by discussing and evaluating mass-media issues.

V. Teaching Methods. Small group and whole classroom discussion, in-class research and writing assignments, and occasional lectures by the instructor to introduce points of discussion. The instructor reserves the right to pre- and post-testing CATs and embedded questions in test instruments as appropriate will be used for assessment of learning outcomes.

VI. Course Requirements. Readings, Written Assignments and Tests

A. Attendance Policy, Attendance is mandatory. You are allowed one (1) unexcused absence from class during the semester. Your letter grade will begin to drop after your second (2) unexcused absences with each absence following the first.

To avoid class disruption, students are asked to be on time and prepared for class. Attendance will be taken halfway through each class period. If you leave before attendance is taken, you will be marked as absent for the entire class period.

If a student knows they will miss class, it is the student's responsibility to alert the instructor. Assignments should be turned in via e-mail by the beginning of the class period the assignment is due. Absences are not an excuse for missed assignments except for extreme situations. Coordinate with fellow students to get class notes. Contact the instructor or classmates to get assignments due for the next class period.

Participation and class discussion are key to your success in this course. Be prepared to discuss the weekly reading assignments and contribute thoughtful, topical questions and comments about the material. Please be considerate and respectful of one another. Distractions in class will not be tolerated (e.g. disrespectful interruptions of instructor, guest speakers, fellow students, cell phones, and discussions irrelevant to class topics) and can affect your grade. Comments or concerns about specific material presented by the instructor or fellow students (should a student be dissatisfied or concerned) need to be brought to the instructor’s attention before or after class.

B. Reading Assignments, Please see the tentative calendar for reading schedule. In addition to the readings outlined below, you may be given additional reading assignments including articles, journals, websites, etc. Quizzes and/or tests may cover any of the assigned readings or discussions.

C. Written Assignments and Tests,
• Writing expectations. In your assignments for COMM 150, try to follow the standards you see in professional writing for a public audience. If you plan to major in mass communications, you are encouraged to create a professional Web log and post your journals – which I define in this class as non-graded writing that counts for class participation but not as a formal documented essay – to your blogs. Sources of information in all of your writing must be attributed or documented. If you write down anything you didn’t know before, say where you found it! Failure to do so, even unintentional, is plagiarism. In our field, it may also be copyright infringement. Do not write just to fill up space. Create clear, concise, accurate, and relevant thoughts. And convey them to readers in a well-written, grammatical, engaging fashion. All journals will address Common Student Learning Ooutcomes CK-1, CS-1 and GP-1; some may also address CK-1, PS-2 and SR-3 as stipulated below.
• Journals and reaction papers, Students will be assigned to complete written exercises from the textbook, articles or other sources. These unique writing opportunities will ask students for a variety of writing styles including research, opinion, or summarizations. The point is to apply the principles and terminology of integrated marketing communication, advertising strategies, account management and other issues covered by their readings, class lectures, or class discussions. Students will be expected to write 1 – 2 pages (350 – 700 words), standard unless assignment otherwise specifies. You may choose to create a Web log and post these papers to the blog. From time to time, you will journal briefly your on mass communications issues by posting comments to the instructor’s Web log The Mackerel Wrapper.
• Media Diary, Students will be asked to keep a media diary for one week during the semester. Keeping an accurate log of all exposure to advertising in one week of your life will be accompanied with a 4-page (1,400 word) paper discussing your results. More details to come on formatting. You may choose to post your diary to your blog.
• Each student will write, (1) a documented term paper (at least 2,000 words or eight pages) on a subject to be chosen by the instructor on some aspect of mass communications, to be agreed upon ahead of time by the instructor and the student; or (2) two documented essays (at least 1,000 words of four pages each) reflecting on topics to be assigned by the instructor. In addition to CK-1 and GP1, the term paper will address CK-2, CS-1 and PS-2. Additional in-class writing may be assigned without notice. Details will be posted to The Mackerel Wrapper.
• Tests, Midterm will be a combination of essay questions, in which students will discuss broad trends related to course goals and objectives; and short answer questions. I reserve the right to give another test during the course of the semester but your final will be a demonstrated understanding of the material.

Note to students, If you are considering going on to major in communications, English or the social sciences, you will want to keep copies of your written work for your senior portfolio.

Academic Integrity Statement

Academic and professional environments require honesty and integrity, and these qualities are expected of every student at Springfield College-Benedictine University. In accordance with such expectations, academic integrity requires that you credit others for their ideas. Plagiarism, whether intentional or not, is a grievous offense. Any time you use words or ideas that are not your own, you must give credit to the author, whether or not you are quoting directly from that author. Failure to do so constitutes plagiarism.
Any incident of plagiarism and/or academic dishonesty may result in serious consequences. Penalties for academic dishonesty vary depending on the severity or extent of the problem but are always serious.
The following are consequences you may face for academic dishonesty,

• a failing grade or “zero” for the assignment;
• dismissal from and a failing grade for the course; or
• dismissal from the Institution.

Please refer to the Springfield College Benedictine University Catalog or the Student Handbook for a complete discussion of the Academic Integrity policy.

VII. Means of Evaluation. Journals will be graded for mastery of CBSLOs as evidenced by an evaluation of content, including clarity of thought and the use of relevant detail to support the student's conclusions. A final examination will be given, consisting of essay and short-answer questions, which will be evaluated for content. Quizzes and in-class journal exercises may be assigned without notice at the discretion of the instructor. Contribution to class discussion and participation in on-line research exercises in class will weigh heavily in each student's grade.

Final grade weighting is as follows,
• Class participation, 25 percent
• Written/oral presentation, 25 percent
• Midterm and Final Exam, 25 percent
• Journals, including blogging, 25 percent
Grading scale, A = 90-100. B = 80-89. C = 70-79. D = 60-69. F = 0-59. Please note, The grade of "E" has been changed to "F." You don't want either.

Grade Appeal Process. According to the Springfield College Catalog, grade appeals must be initiated 90 days prior to the end of one semester after the course in question has been completed. The process for appealing a grade is outlined below.

First, contact the Instructor.
1. A student must appeal to his/her instructor in writing (e-mail is acceptable) and provide specific reasons why his/her grade should be changed.
2. The instructor must respond to the student in writing (e-mail is acceptable) and provide a copy to the division chair. Second, contact the Division Chair.
3. If the student wishes, he/she may then appeal to the division chair in writing (e-mail is acceptable) and provide specific reasons why his/her grade should be changed without the instructor’s permission. The student should understand that overwhelming evidence must be presented to the division chair to prove that the current grade is incorrect.
4. The division chair must respond to the student in writing (e-mail is acceptable) and provide a copy to the academic dean. Lastly, contact the Academic Dean.
5. If the student wishes, he/she may appeal to the academic dean in writing (e- mail is acceptable) and provide specific reasons why his/her grade should be changed without the instructor’s or the division chair’s permission. The student should understand that overwhelming evidence must be presented to the academic dean to prove the grade is incorrect.
6. The academic dean must respond to the student in writing (e-mail is acceptable). The academic dean’s decision is final.

Add/Drop Dates
Jan. 25 - Last day to add courses
Jan. 25 - Last day to drop a course without a W (4,00 p.m.)
April 5 - Last day to drop courses

Incomplete Request. To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a passing grade, and a student must submit a completed Request for an Incomplete form to the Registrar’s Office. The form must be completed by both student and instructor, but it is the student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary signatures.

VIII. Course Outline and/or Calendar.
I. Introduction and overview

a. Media literary
b. Technology and mass communications
c. Postmodernist critiques of media

II. Media forms and history

a. Print – books, newspapers and magazines
b. Recordings – audio and video
c. Broadcast – radio and television
d. Internet

III. Media functions

a. News, PR and advertising -- Information and persusasion
b. Entertainment
c. Transmission of culture
IV. Research
V. Mass media effects
a. On society
b. On government

VI. Media law and ethics

See calendar below.

IX. Americans with Disabilities Act. Benedictine University at Springfield College in Illinois provides individuals with disabilities reasonable accommodations to participate in educational programs, actives and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact the Director of the Resource Center as early as possible.

If documentation of the disability (either learning or physical) is not already on file, it may be requested. Once on file, an individual student’s disability documentation is shared only at that individual’s request and solely with the parties whom the student wishes it shared. Requests are kept confidential and may be made by emailing jharris@sci.edu or by calling 217-525-1420, ext. 306.

X. Assessment. Goals, objectives, and learning outcomes to be assessed will be stated in the Learning Contract. Primary means of assessment will be self-reflective essays and examination of any portfolio artifacts.

Tentative Calendar

All readings listed herein are in Vivian. In addition to the textbook, I will link to World Wide Web sites for supplemental reading on issues as they arise. Due to the nature of mass communications, we will discuss real-world events as they arise – even though they may not follow the exact order listed in the textbook. [Newsmakers have a distressing habit of not consulting with me before they do things.] You need to keep up with the readings in Vivian, however, order to understand the context for events as they arise.

First Week. Introduction to Class, syllabus, academic integrity, etc. Read Chapter 1, Mass Media Literacy; Chapter 2, Media Technology


Second Week. Read Chapter 3, Books; Chapter 4, Newspapers; and Chapter 5, Magazines

Third Week. Read Chapter 6, Sound Recording; and Chapter 7, Motion Pictures

Fourth Week. Read Chapter 8, Radio; and Chapter 9: Television

Fifth Week. Read Chapter 10, Internet.

Sixth Week. Midterm over Chapters 1-10. Read Chapter 11, News; and Chapter 12, Public Relations. Study

Seventh Week. Read Chapter 14, Entertainment.

Eighth Week. Read Chapter 15, Media Research

Ninth Week. Read Chapter 16, Mass-Media Effects on Society

10th Week. Read Chapter 17, Global Mass Media

11th Week. Read Chapter 18, Mass Media and Governance

12th Week. Read Chapter 18, Mass Media Law

13th Week. Read Chapter 18, Mass Media Ethics

Final exam TBA.