Course Title & Number: Comm 3525 Deciding What's News

Fall 2007

Professor: D.S. Petersen-Perlman

Class time: 6:00-8:30 p.m. Wednesdays, 425 ABAH.

Phone: 726-6849 (direct line & 24 hour message line via voice mail)

Email: dpeters1@d.umn.edu

Hours: MWF 11:00-11:50. in 407 ABAH, or by appointment.

Required Text: The Interplay of Influence, 6th ed. by Kathleen Hall Jamieson and Karlyn Kohrs Campbell. Wadsworth, 2006.

Recommended Texts: un*spun: Finding facts in a world of [disinformation], by Brooks Jackson and Kathleen Hall Jamieon, Random House Trade Paperback, 2007.

We're All Journalists Now: The Transformation of the Press and Reshaping of the Law in the Internet Age, by Scott Gant, Free Press, 2007.

The Duluth News Tribune.

Course Description: This course will include a review of the history of news in the United States, an examination of definitions of news and practice in the critical evaluation of news in its various genres (news magazines, infotainment, investigative journalism, checkbook journalism, tabloid journalism, etc.).

Course Goals:

• Students will gain historical knowledge of the development of news media in the United States.



• Students will have clear definitions of news and a sense of the role of journalism within the United States.



• Students will understand the scope of the First Amendment as applied to U. S. journalism.



• Students will generate means of critically evaluating news messages by applying elements of news and news values to assessments of news stories.



• Students will examine current controversies associated with the news industry in the United States.



• Students will assume the role of a reporter by following a news story throughout the term and writing a critical analysis based on their information gathering.

Examinations: We will have a midterm and final, each worth 15% of the final grade (60 grade points each). The format will include multiple choice, short answer and essay questions.

Assignments:

Response Papers: Students will write four papers based on the following four overarching questions (one paper per question):

What is the role of the journalist in a democracy?

What is news? How has news changed in definition over the past 20 years?

Who is a journalist? By what standards should we judge journalism?

What is the role of the citizenry in journalism?

Each paper will be worth 10% of the final grade, or 40 grade points each. Here is a description of the first paper assignment (more to come as the semester passes):

Democracy on a Deadline

Critical Analysis: Students will write a critical analysis paper of the news coverage and opinion regarding a story followed throughout the semester. The paper will analyze the differences in coverage across media vis a vis prominence/placement, depth of coverage; evidence of objectivity, fairness, balance, accuracy, authority, thoroughness, use of language; application of news values; discernible gatekeeping; interpretation and analysis; and whether or not readers gain a better understanding of the issue/event after reading/hearing/seeing the story. Students will also want to apply concepts from class presentations of UnSpun: Finding facts in a world of [disinformation], by Brooks Jackson and Kathleen Hall Jamieson, as well as http://factcheck.org/.

Here is a more complete Critical Analysis Assignment Description.

Alternative Final Paper Assignment

15% of final grade (60 grade points).

Presentation: Students will make a presentation on the story covered in the critical analysis paper to the class on the last scheduled day. Students should be prepared to address questions and answers from the class.

5% of final grade (20 grade points).

400 grade points possible

In-class Discussions/Case Studies/Class Assignments:

Students will participate in in-class discussions/activities, complete assigned readings prior to class, and complete case study worksheets.

Students will complete weekly tasks as assigned.

20% of final grade (80 grade points).

Grading:

General Class Policies:

• Apply your very best writing and analysis to the completion of all assignments. Make sure ALL of your assignments are personally (i.e. not computer) proofread, spell-checked and grammar-checked. Sloppiness in editing will result in a lower grade.
• Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials, or testing may be made as required to provide for equitable participation.
• Attendance: Students must attend class faithfully (at least 85% of the class periods--at least 13.6 class periods), complete all assignments, the midterm and final, in order to receive a passing grade for the class. If you do not come to class, you will not pass.
• Makeup exams are possible, but only on the basis of advanced personal consultation with the professor. Makeup exams will have an essay format. In those cases when advanced warning is not possible, every effort should be made to contact the instructor at the earliest possible opportunity. Verifiable illnesses and family emergencies are willingly excused; weddings and trips to the Bahamas (or fill in your favorite vacation destination) are not. Incompletes are rarely given because they are rarely completed.
• The University Bulletin outlines the policy on scholastic misconduct. Cheating on assignments, examinations, plagiarizing or any other "act which violates the rights of another student in academic work or that involves misrepresentation of your own work will result in a failing grade" for the work in question.

Class Expectations:

• I expect you to attend every class session.
• I expect that you will come to class on time and prepared for the session's assignments.
• I expect class to be conducted in an open and respectful manner.
• I expect you to give the class your full attention. This means putting away materials not germane to class, i.e., turn off cell phones and do not use headphones during class.

Assumptions and Ground Rules to Guide us in Class Discussion: The following is based in part on suggestions made by Lynn Weber Cannon in "Fostering Positive Race, Class, and Gender Dynamics in the Classroom", published in Women's Studies Quarterly, 1990: 1 & 2, pp. 130-132.

We can assume that discrimination exists in many forms (e.g. sexism, racism, classism, ageism, homophobia, anti-Semitism, ableism, etc.). Any critical understanding of these various -isms means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups. This is true for both dominant (e.g. white, male, upper class, heterosexual, able-bodied, etc) and subordinate (e.g. people of color, women, poor and working class, gay/lesbian/bisexual/transgender, disabled, Jew, etc.) group members.

• Based on these assumptions then, let's agree that we cannot be blamed for the misinformation we have learned, but we are responsible when we repeat misinformation after we have learned otherwise.
• People and groups are not to be blamed for their subordinate positions.
• Let's assume that people are always doing the best they can.
• Let's actively pursue information about our own groups and those of others.
• Let us share information about our own groups with other members of the class, but never demean, devalue, or in any way put down people for their experiences.
• We each have an obligation to combat actively the myths and stereotypes about our own groups and other groups so that we can break down the walls which prohibit group cooperation and group gain.
• Let's create a safe atmosphere for open discussion.

Web page: http://www.d.umn.edu/~dpeters1

Departmental Home: Communication

Departmental Contact Person and Phone number: Sue Brockopp, 726-8576.

Readings and Assignment Calendar

(Subject to change)

September 5: Introduction to class, review of syllabus, discussion; Definitions of News

Here is a student information/grade sheet I'd like you to complete and return to me: Comm 3525 Student Information

Assignment: Find examples of news that has mattered to you, to someone you know, or to your community. Make a brief presentation to the class explaining the story and the way(s) in which the story made a difference in your life, the life of someone you know, or the lives of people within your community. Evaluate the quality of the coverage.

Assignment: Read Jamieson and Campbell chapter 1 in Jamieson & Campbell, "The Media: An Introduction."

September 12: "Democracy on Deadline"; read chapter 2 in Jamieson & Campbell, "What is News?"

September 19: Read chapter 3, "News as Persuasion" in Jamieson and Campbell. Case Study 1: Elian Gonzales (materials to be distributed in class).

Assignment: Prepare case study for class discussion and analysis.

September 26: Case Study #2 The Pentagon Papers (materials to be distributed). Read chapter 4, "Influencing the News Media" in Jamieson and Campbell.

September 26: Submit Democracy on Deadline paper for assessment

Assignment: Prepare case study for class discussion and analysis.

October 3: Case Study #3: Watergate (materials to be distributed); All the President's Men (remember to complete viewing guides and include them in your journal) Discussion on Sources. http://www.cjr.org/tools/owners/viacom.asp

Assignment: Prepare case study and viewing guide for class discussion and analysis.

October 10: Read J & C Chapter 5, "How Corporate Power Influences What We See". Case Study #4 on ownership (e.g. Rupert Murdoch and the Wall Street Journal)

October 17: Case Study #5: Dateline and General Motors (materials to be distributed). Read chapter 6, "What is Advertising," chapter 7, "Persuasion Through Advertising." and chapter 8, "Influencing Advertisers".

October 17: Submit "What is News" paper for assessment

Assignment: Prepare case study for class discussion and analysis

October 24: Case Study #6 Tabloid news, Infotainment, Journalistic ethics

Assignment: Prepare case study for class discussion and analysis

October 24: Midterm--readings and discussions for case studies 1-5; chapters 1-8 in Jamieson and Campbell.

October 31: Case Study #7: Food Lion & ABC

November 7: Case Study #8: The Insider (materials to be distributed in class)

Assignment: Prepare case study for class discussion and analysis

November 7: Submit "Who is a Journalist" paper for assessment

November 14: Read J & C chapter 9, "How to Influence the Media" ; Case Study #9 Plagiarism and other ethical dilemmas.

November 21: Read J & C chapter 10, "Political versus Product Campaigns'.

November 28: Read J & C chapter 11, "How Has the Internet Changed Politics"

November 28: Submit "What is the role of the citizenry in journalism" paper for assessment

December 5: Read chapter 12, "News and Advertising in the Political Campaign"

Assignment: Share the news values evident in the stories covered in your journals

December 12: Offer definitions of good and bad journalism. Be prepared to show examples of each.

December 12: Critical Analysis paper due.

December 12: Class Presentations

Wednesday, December 19: Final Examination-6:00-7:55 p.m.

A number of extra credit opportunities will occur throughout the semester. Students can receive five points of extra credit each for no more than four short papers written about the extra credit events they've attended. These papers should address:

• The publicity for the events attended.
• The size and composition of the audience at the event.
• The interaction between the featured speakers/presenters of the event and the audience.
• Important points learned during the event/presentation.

No one is obligated to participate in these extra credit opportunities, but experience has shown that these short papers can make a difference between a higher or lower grade.

Quick look at due dates (record these important dates in your planner):