Course Syllabus

EN 217.OL– Journalism I (Online)

Arcadia University
English/Communications
Summer I 2010
Susan Magee

Cell: 215-370-2767
magees@arcadia.edu

Welcome!
Welcome to your Arcadia University course, EN217– Journalism I. I’m your professor, Susan Magee. I’m
truly excited to be working with you all this semester in this very dynamic online format.

Speaking of dynamic…Journalism is a dynamic, and thanks to the online news revolution, even an explod
field. Whether or not you ever go on to write for a news or any media organization, I can absolutely
guarantee that the skills you will learn here will be indispensible for any kind of professional writing you
may do.

Simply put, journalism is the collecting, writing, editing of news or feature content for the news media,
which includes: newspapers, magazines, broadcast, or online. It involves reporting on events ideas and as
they occur locally, nationally, or internationally—from the Mayor’s Race and Paris Hilton going to jail to
how to fix the health care crisis and eradicating world hunger.

This course will first introduce you to the world of news and then immerse you in the writing of news. Yo
will learn how to write leads and short news articles. You will learn how to research and interview. Our
primary focus is print and online news media, though we will discuss how writing for broadcast media
compares and how news value shifts depending upon the medium.

This course is designed to provide the foundation for being a media writer, possibly even your future care
The cornerstones of this foundation include abilities to write, gather information, and create media messag
that serve the needs of specific audiences. Journalists and all media personnel need to be critical thinkers,
capable of separating fact from fiction, which given so the sheer volume of information available online
through traditional and now social media like Twitter, is not always so simple. They must have strong
grammar skills, an understanding and appreciation of diverse audiences, and be guided by clear ethical
principles. Our work this semester is focused on developing these skills.
 The main goals of this course are to:

1) Improve your writing skills. I don’t care what your writing background is or isn’t—if you put the effo
in to this course, you will become a better writer during this semester. And it’s worth it! Language is our
most basic tool of communication; it’s extremely powerful, and the written word remains (even in the era
television and Internet) the staple of our mass communication’s diet. No, not everyone is a naturally gifted
writer, but here’s the truth: You don’t have to be born with it. Writing is a process that utilizes skills and
techniques that everyone can learn. You'll practice and become proficient at gathering information,
identifying and organizing what you want to say, and developing a sense of audience. You should begin to
think like a writer, seeing the value of grammar, punctuation, style, editing, accepting critical feedback an
revision.

2) Build media literacy. You will never view a newspaper or online news source in the same way again.
You will naturally become a more conscientious and critical consumer of the media by learning news valu
and developing news judgment. This will help you better understand values important to the media and th
various goals, strengths, limitations and styles of different media. Reading a major daily newspaper will k
you informed on important national and international current events.

3) Develop professional skills. Although the media have different methods and messages, communication
professionals require common skills to be effective. Beyond improving upon your writing skills and teach
you to write under pressure and deadlines, we will develop critical thinking skills, ethical judgment. We w
focus on developing your skills in: information gathering, interviewing, using emerging technology.

4) Create real-world writing samples. If you’re going to work in journalism or any other communication
field that requires writing, you’re going to need solid writing samples for your portfolio. You will write
effective news stories, feature stories, and other types of stories while demonstrating the ability to follow A
style.

Required Materials

Required Texts and materials – There are three texts, plus additional online readings and BB handouts.

1) Inside Reporting by Tim Harrower (McGraw Hill, second ed.) – I will refer to this as IR when assignin
readings and exercises.

I think you’ll find our textbook a bit different—it’s very visual and interactive and many students commen
that it’s more like reading a magazine or online news blog than a traditional text book. There are many
practice exercises with the answers are in the back—and that’s what this course is all about—practice,
practice, practice.

Your book has a companion Web site available at:

 http://highered.mcgraw-hill.com/sites/0073526142/student_view0/index.html

You don’t have to register to use the site as a student. I will be assigning many exercises through the e-
workbook on this Web site, so get on and poke around. When you complete exercises here, you will be
prompted to e-mail me the results: magees@arcadia.edu.

2) AP Stylebook and Libel Manual – This is the Style Bible of the news industry. There are rules for titles
capitalization, numbers…you name it and AP has a rule for it. Though there are many handy Web sites wi
AP information, if you’re serious about journalism or any kind of media writing, you simply have to have

3) Your Major Daily Local Newspaper – Print and online versions. The best way to learn how to become
journalist is by practicing and by reading news, every single day of your life, at least while you’re in this
class.

4) You must have a headset w/ a microphone. Most computers have them built in, but if yours doesn’t, a
headset with a microphone can be obtained at Target, Best Buy, or anywhere computer supplies are sold.

Note: Since this course is being delivered online, your computer system will need to meet specific hardwa
and software requirements (See Recommendations at the bottom of this page). For this course, you will ne
to have access to Microsoft Office (or Open Office). Additionally, we will be using other software packag
but I've tried to utilize free programs. The URL's for those programs will be provided in the course at the
appropriate location.

Evaluation

Discussion Board, First Draft Articles, and E-Workbook Assignments are graded on a scale of 1-12 as follows:

1 2 3 – Not acceptable, you must redo.

4 5 6 – Acceptable (You can revise, but it’s not mandatory)
7 8 9 10– Average Work
11 12 – Above Average

2 points will be deducted per day for late assignments.

Formal articles are calculated as follows:

A+ 98 to100%
A 94 to 97%
A- 90 to 93%
B+ 87 to 89%
B 84 to 86%
 B- 80 to 83%
C+ 77 to 79%
C 74 to 76%
C- 70-73%
D 60% to 69%
F Failure to complete required work

Your total grade will be calculated as follows:

25% DB (Scale of 1-12)

25% Assignments (Scale of 1-12)

25% Revised Articles - Accident, Fire, Crime, Obit, Profile (100%)

I will post your grades on the Gradebook which is on your menu. If you have a question or concern about a grade
me know.

Academic honesty

Honesty is the cornerstone of journalism. All your work must be your own.

Journalistic information gathering includes seeking information through interviews and increasingly involves res
Internet. All work must be properly and thoroughly cited or attributed. Fabricating interview material or using inf
obtained from the Internet (or other sources) without crediting the source are examples of academic dishonesty.

Bottom line: A student who is not honest in this course will automatically fail.

Introduction
This course is being presented in an online fashion; It is important that you login on a regular basis (daily
and work on a consistent basis to complete your requirements. Because of the online nature of this course,
deadlines is simply not an option. All Discussion Boards and assignments must be completed on time.

Please understand, “online” is not a euphemism for easier. This is a demanding course, but it will be a fun
interesting one too. This course places much more responsibility on you than simply showing up in a class
days a week. You will be expected to participate regularly and thoughtfully in our online discussions.

To keep up with the readings, discussions and assignments, you will need to be online regularly. You mu
reliable access to a computer with a good Internet connection. If you don’t, this is not the course for you. Y
get used to checking your BB for Discussion Board threads and e-mail at least three times a week, if not d
should be checking, checking, checking.
You must have the time for this course or you should take it at another time. If you miss two Discussion B
postings or two deadlines, you will be on your way to failing the class. If you need an extension for an em
I’m happy to give you one; however, do not ask on the day an assignment is due.

Discussion Board (DB)

We’re online, but that doesn’t mean that you call can’t get to know each other and become peers Our main
classroom interaction will happen on the Discussion Board (DB).

We will be on DB a lot throughout the semester. You will sometimes all be in on one discussion or you’ll
groups. You will be reviewing each other’s work and commenting on discussion postings. You must alwa
comment on at least two of your classmates’ postings as well as post your own.

Because the DB is such an essential part of an online class, we need to make the most of it. Here are the g

1. Post on time. I will always give you a deadline for posting but you need to try to post ASAP. Your com
matter how insightful and intellectually stimulating, simply are not going to be worth much to the rest of t
you post them at the last possible second or after the deadline.

2. RESPECT. It’s fine to disagree but it’s never okay to put anyone down or ridicule. Be careful with hu
tricky thing is that sometimes we think we’re being funny but without all of the verbal cues, like tone of v
non-verbals, like facial expression, we can misfire.

3. Write professionally. This is a writing-intensive course. When you’ve been teaching for a while, certa
make you want to cry. For me, it’s when students post on DB with complete disregard for the rules of gram
even just any semblance of normality. DB is not IM. It’s not okay to write in code. It’s not okay to write i
or not to capitalize your first sentences. (Same goes with e-mail—don’t send me poorly written e-mails. I’
instructor, I notice.)

4. Participate with enthusiasm. I am looking for genuine engagement and interest in the discussion. (M
once told me the secret to getting a job is to be enthusiastic during the interview. I think he may have been
This means you should never post non-substantive comments such as "Me, too!" or “I agree.” Show me th
and that you’re learning something.

5. Know it’s being read. I may not comment on every individual posting, but I will read everything you
long as you post on time.

Discussion Participation counts for 15% of your grade. When I decide upon discussion grades, I ask myse
question:
 “Was this a better a better class because [insert your name here] was in it?”

DB Hinkiness: Posting on DB is convenient—that’s the good news. The bad news is that sometimes you
the button to submit and your computer or BB or some horrible jinx will befall you and all your hard work
disappear. I call this the BB hinky and it’s the worst! Talk about wanting to mutilate your computer! So m
Always begin in Word and then copy and paste it into the DB. Or, before you hit submit, copy what you’v

A glitch like this is not the equivalent of the dog ate my homework—in other words, I’ve warned you so I
to hear that this is why you couldn’t post on time.

More DB Hinkiness: The good news is that DB does have spell check. The bad news is it’s pretty limited
proofread please!!

When I respond back to you on DB and I’m editing, I will use a color coded system. Green is a grammar/
problem. Blue is something I would add or something I’m suggesting. Red is cut.

Discussion Etiquette

In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of re
the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity i
welcomed. However, each student must exercise respect for the thoughts and comments that are posted by
peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the f
will address the issue with the author of the content. Please follow the following guidelines:

¤ Never post, transmit, promote, or distribute content that is known to be illegal.

¤ Never post harassing, threatening, or embarrassing comments.

¤ If you disagree with someone, respond to the subject, not the person.

¤ Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or other
potentially offensive.

Weekly Schedule
Objectives for Unit 1

* Get you adapted and comfortable to the online classroom format

* Familiarize you with your course requirements
* Introduce you to the history of print journalism
* Understand the basics of news value

Required Reading:
Reading 1: Inside Reporting, Chapter 1: The Story of Journalism

Reading 2: Inside Reporting, Chapter 2: How Newsrooms Work

Assignment 1: Introduce Yourself to the Class Using Voice Board

Assignment 2: Please complete exercises 2-1.1, 2-1.2, and 2-1.3.

Assignment 3: Discussion Board Response

Objectives for Unit 2

* Apply your understanding of news value

* Analyze and deconstruct basic news stories
* Understand the importance of the inverted pyramid for both print and online news
* Master writing the basic news lead

Required Reading

Reading 1:. Inside Reporting, Chapter 3: Newswriting Basics

Reading 2. Inside Reporting, Chapter 4: Reporting Basics

Assignment 1: Discussion Board Posting: Deconstructing a lead

Assignment 2: Discussion Board Posting: Write the lead from your notes

Assignment 3: E-Workbook: 3-2.1; 3-2.3; 3-2.4; 3-2.5; 3-3.2 and 4-2.2

Assignment 4: Write a 3-5 para news brief

Objectives for Unit 3

* Advance to writing news stories

* Know the rules of attribution
* Discover alternate story forms
* Learn the basics of AP style

Required Reading

Reading 1: Inside Reporting, Chapter 5: Covering the News

Reading 2: The Hour Glass http://poynter.org/column.asp?id=52&aid=38300

Reading 3. Five Boxes to Build a Story Fast: A Suggestion from Rick Bragg
http://www.poynter.org/column.asp?id=52&aid=11486

Reading 4. Poynter, The Nut Graf, Part I http://www.poynter.org/column.asp?id=52&aid=34457

Assignment 1: Discussion Board, Fire Article

Assignment 2: Beyond the Inverted Pyramid

Assignment 3: Attribution Exercise

Objectives for Unit 4

* Define typical areas of coverage in reporting

* Learn how to cultivate sources in beat reporting
* Become familiar with the basics of AP style
* Write a basic "obit" story

Required Reading

Reading 1. Inside Reporting: Chapter 5: Covering the News

Reading 2: Poynter, Beat Reporting What Does It Take To Be The Best, Chip Scanlon
http://www.poynter.org/column.asp?id=52&aid=15521

Assignment 1: News U - Beat Basics and Beyond

Assignment 2: Writing the Basic Obit Story

Assignment 3: Accident Story

Assignment 4: Discussion Board, Beat Reporting

Objectives for Unit 5

* Explore "soft" or feature news writing

* Practice narrative techniques for storytelling
* Conduct a successful interview
* Continue to hone your revision skills

Required Reading
Reading 1. Inside Reporting, Chapter 6: Beyond Breaking News

Reading 2: Inside Reporting, The Morgue, Always Ed, pp. 260-264

Assignment 1: Discussion Board – Interview Questions

Assignment 2: News U – Cleaning Your Copy

Assignment 3: Discussion Board – Post Draft and Peer Review

Objectives for Unit 6

* Discover the similarities and differences between print and online news stories
* Practice adapting your news stories for an online medium
* Recognize the journalistic standards ethics that apply to all news mediums
* Engage in ethical decision-making through case studies

Required Reading

Reading 1. Inside Reporting, Chapter 7 - Law and Ethics

Reading 2: Inside Reporting, Chapter 8 - Online Reporting

Reading 3: Handbook of Journalism, Social Media Guidelines:

http://handbook.reuters.com/index.php/Reporting_from_the_internet#Social_media_guidelines

Reading 4: Storytelling on the Web, from Gannett News

http://timewarp.gannett.com/newsdept/files/storytelling.shtml

Assignment 1: Discussion Board - Ethics

Assignment 2: Online Story Telling

Assignment 3: Revised Articles