Comm 3525 Deciding What's News

Spring 2012

Professor: D.S. Petersen-Perlman, Ph.D.

Class time: 6:00 a.m.- 8:30 p.m. Mondays, Thursdays in 425 ABAH

Phone: 726-7528 (direct line & 24 hour message line via voice mail)

Email: dpeters1@d.umn.edu

Hours: Tuesdays and Thursdays 9:00-10:30 a.m. in 407 ABAH, or by appointment.

Required Text: News: The Politics of Illusion, 9th ed. by W. Lance Bennett. New York: Pearson, 2011.

Recommended Texts: un*spun: Finding facts in a world of [disinformation] by Brooks Jackson and Kathleen Hall Jamieson, New York: 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, New York: Free Press, 2007.

The Secret Man: The Story of Watergate's Deep Throat by Bob Woodward, New York: Simon & Schuster, 2005.

Edward R. Murrow: And the Birth of Broadcast Journalism by Bob Edwards, New York: John Wiley & Sons, Inc., 2004.

Hard News: The Scandals at The New York Times and Their Meaning for American Media by Seth Mnookin, New York: Random House, 2004.

The News About the News: American Journalism in Peril by Leonard Downie, Jr. and Robert G. Kaiser, New York: Knopf, 2002.

Personal History by Katharine Graham, New York: Vintage Books, 1997.

Walter Lippman and the American Century by Ronald Steel, New York: Vintage Books, 1980.

All The President's Men by Carl Bernstein and Bob Woodward, London: Simon & Schuster Paperbacks, 1974.

The New York Times--I recommend you read the New York Times for class discussion and assignments.

Daily consumption of news media (radio, television, newspapers and magazines).

Consider using fact-checker sites such as http://factcheck.org/, http://www.politifact.com/truth-o-meter/ and http://www.propublica.org/

Course Description: This course will include a review of the history of news in the United States, an examination of definitions of news and practices in the critical evaluation of news (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.

Examinations: We will have a midterm worth 20% of the final grade (80 grade points), and a final worth 20% of the final grade (80 grade points). The format will include multiple choice, short answer and essay questions.

Assignments: I expect you to complete all of the case studies listed in this syllabus, but you will participate in presenting three case studies to the class for grading assessment. . Your grade will be individually assessed, but you are expected to work with other students in making this presentation. You will be able to choose from among the case studies identified, but you are required to submit three case studies. You will commit to the case studies you have selected by sending me an e-mail message identifying which case studies you will submit to me for grading assesment. Failure to commit to these three case studies will result in points deducted for our total.

Submission of three case studies, each worth 15% of your final grade (60 grade points each, for a total of 180 grade points).

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.

15% of final grade (60 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 just 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 70% of the class periods--at least 10.5 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 that you will attend every class session. If you miss 30% or more of the assigned class periods(four and one-half class periods), you will fail this class. Points will be deducted if you miss class.
• I expect that you will come to class on time and prepared for the session's assignments--that means doing your reading and case study preparation before class.
• I expect you to participate fully in class discussions. Ask questions, challenge answers and offer your own thoughtful responses.
• 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, e.g., do not use Facebook during class, review only those online materials relevant to class, turn off cell phones and do not use headphones during class. Additionally, do not study for other classes while you are in this class.
• I expect you to complete all of the case studies identified within this syllabus; your exams will be based in part on your knowledge of the materials covered by the case studies.
• I expect you to participate in the presentation of three case studies for a grade by the due date identified within this syllabus.

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)

January 19: Introduction to class, review of syllabus, discussion; Definitions of News, News Values, News Elements

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

Case Study 1: Pre & Early History

Assignment: Read Chapter 1 in Bennett, The News About Democracy: An Introduction to Governing the American Political System

January 26-- Case Study 2: "Democracy on Deadline"

February 2--Case Study 3: Nellie Bly. Viewing Guide in class.

Assignment: Prepare Case Studies for class discussion and analysis.

Assignment: Read Chapter 2, Bennett, News Content: Four Information Biases That Matter

February 9-- Case Study 4:Walter Lippmann: Pictures Inside Their Heads.

Assignment: Prepare case study for class discussion and analysis.

February 16--Case Study #5: Edward R. Murrow. Viewing Guide in class

February 23-- Case Study #6: The Most Dangerous Man in America and The Pentagon Papers. Here's a link to an archive about the Pentagon Papers: http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB48/nixon.html (cut and paste into the search bar).

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

March 1: Case Study #7: Watergate; remember to complete viewing guides for All the President's Men and The Secret Story.

Assignment: Read Chapter 4, Bennett, How Politicians Make the News

March 8: Midterm--Chapters 1-4 in Bennett, plus distributed readings, viewing guides and discussions for case studies (Pre- and Early History, Democracy on Deadline, Nellie Bly, Walter Lippmann, Edward R. Murrow, The Most Dangerous Man in American and the Pentagon Papers, Watergate)

March 22: Case Study #8 Food Lion & ABC; Dateline and General Motors/Investigative Journalism-- Journalism: The Righteous Lens,

Assignment: Prepare case study for class discussion and analysis

March 29: Case Study #9 Tabloid news, Infotainment, Journalistic ethics, Total Exposure; Illusions of News

Assignment: Read Chapter 5, Bennett, How Journalists Report the News

April 5: Case Study #10: The Insider; materials to be distributed in class

Assignment: Prepare case study for class discussion and analysis

April 12: Case Study #11 Elian Gonzalez; materials to be distributed in class.

April 19: Assignment: Read Chapter 6, Bennett, Inside the Profession: Objectivity, and the Political Authority Bias

April 26: Case Study #12: News Wars & Shield Laws

Assignment: Read Chapter 7, Bennett, The Political Economy of News

May 3: Finish unfinished buisness

Assignment: Read Chapter 8, Bennett: All the News That Fits Democracy: Solutions for Citizens, Politicians and Journalists

May 20: 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.
• Be sure to attach a copy of a program (or a sheet of paper) with the signature of the program organizer (obtained at the CONCLUSION of the program).
• These papers are due no later than one week following the 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):