Comm 3525 Deciding What's News

Spring 2011

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

Class time: 1:00 p.m.- 2:15 p.m. Tuesdays and Thursdays in 445 ABAH

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

Email: dpeters1@d.umn.edu

Hours: Tuesdays and Thursdays 3-5 p.m. in 407 ABAH, or by appointment.

Required Text: News: The Politics of Illusion, 8th ed. by W. Lance Bennett. New York: Pearson, 2009.

Recommended Texts: Freedom for the Thought That We Hate: A Biography of the First Amendment by Anthony Lewis, New York: Perseus Books, 2007.

The Thirteen American Arguments: Enduring Debates that Define and Inspire Our Country by Howard Fineman, New York: Random House, 2008.

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

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).

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 (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 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 three papers based on the following overarching questions (one paper per question):

The first paper will be worth 15% of the final grade, or 60 grade points.

What is the role of the journalist in a democracy? Use this link for a description of your paper assignment: Democracy on Deadline

The second paper will be worth 15% of your final grade, or 60 grade points.

How can journalism be used to foster debate on issues of self governance?

Your second paper, wherein you respond to the question "How can journalism be used to foster debate on issues of self governance?" will be due on Thursday, March 31.  The topic is, frankly, wide open.  I expect that you will make use of ideas gleaned from the first four chapters of your text, the ER Murrow PowerPoint/case study, the Pentagon Papers/Most Dangerous Man PowerPoint/case study, the presentation/PowerPoint by Mrs. Peterson on the Gun Debate, and, of course, Watergate.  The goal of this assignment is to get you to articulate an argument about the role of journalism as the Fourth Estate of government (if you don't know what that is, do some research).  Obviously, this will require you to make an argument about the First Amendment. 

The paper should be 5-7 pages long,  double-spaced, one-inch margins.  You should use citations to indicate references to published work, or ideas which do not originate with you.  You will need to have a works cited page.  Be sure to focus on supporting your ideas with specific examples.  You will be graded on the soundness of your argument, the thoroughness of the evidence you use to support your claims, and the quality of your writing. 

If I were you, I would get started on this paper as soon as you can.  It would be a good way to prepare for the Midterm (March 24).

Your last paper will be worth 15% of your final grade (60 points).

What steps can be taken to educate the population on how to "read" the news?

Completion of case studies: 25% of your final grade, or 100 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.

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 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 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)

January 18-20: 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 Sheet & Comm 3525 Student Grade Sheet

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

January 25-27: "Democracy on Deadline"

February 1: Case Study 1: Nellie Bly. Viewing Guide in class.

Assignment: Prepare Case Study 1 for class discussion and analysis.

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

February 3: Walter Lippman: Pictures Inside Their Heads.

February 3: Submit Democracy on Deadline paper (paper #1) for assessment

Assignment: Prepare case study for class discussion and analysis.

February 8-15: Case Study #2: Edward R. Murrow. Viewing Guide in class

February 17-24: Case Study #3: 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.

Assignment: Read Chapter 3, Bennett, Citizens and the News: Public Opinion and Information Processing

March 1-10: Case Study #4: Watergate; All the President's Men(remember to complete viewing guides) Discussion on Sources. http://www.cjr.org/tools/owners/viacom.asp, and The Secret Story.

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

March 10: Submit Journalism as a Tool of Citizen Debate (paper #2) for assessment

March 22: Midterm--Chapters 1-4 in Bennett, plus distributed readings, viewing guides and discussions for case studies (Democracy on Deadline, Nellie Bly, Edward R. Murrow, Pentagon Papers, Watergate)

March 24-29: Case Study #5 Food Lion & ABC; Dateline and General Motors (materials to be distributed);

Assignment: Prepare case study for class discussion and analysis

March 31: Case Study #6 Tabloid news, Infotainment, Journalistic ethics, Total Exposure

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

April 5-12: Case Study #7: The Insider; materials to be distributed in class

Assignment: Prepare case study for class discussion and analysis

April 14: Case Study #8 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 21: Investigative Journalism-- Journalism: The Righteous Lens,

New News Values--Hyper Localism

April 26-May 3 Case Study #9: News Wars & Shield Laws

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

May 5: Case Study #10: Guns and Global Warming

May 5 Submit Creating A News Literate Populous (paper #3) for assessment

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

May 12: Final Examination -4:00-5:55 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):