Turn the following in (Adobe) via e-mail:
1. Cover letter
2. J-resume
3. Clips (all stories)
4. Toolbox
* * *
1. Catalog sheet
2. Price sheet
3. Inventory (organized by topic)
Monday, April 25, 2011
Week 15 - Portfolio Projects
Our portfolio projects are due April 29. Please be prepared to work hard during class and lab this week as we finish the final projects.
Week 15 - 250 word post
Please post your 250 word review of the news here (our last of the semester:)
Tuesday, April 19, 2011
Week 14/15 - WWW Journalism
Please review the following:
http://www.examiner.com
http://www.ojr.org/ojr/wiki/reporting/
**** http://www.onlinenewspapers.com/
http://www.journalismjobs.com/
http://www.examiner.com
http://www.ojr.org/ojr/wiki/reporting/
**** http://www.onlinenewspapers.com/
http://www.journalismjobs.com/
Week 14/15 - Portfolio
*** Please be working on your portfolio projects (editing assignments you may have received a B or lower on).
Week 14/15 - Broadcast Lecture Notes
Broadcast Lecture Notes
McPeak
Video
0:00
KTVB Graphic
0:02
Anchorperson on set
0:13
Split screen w/ anchor and reporter at live shot
0:14
Live shot of reporter at a scene of hit and run
0:28
Video of scene with traffic
0:45
Video of interview w/ Lynn Hightower
1:00
B roll of traffic on a street, traffic lights etc.
1:15
Video of Dan Hollar interview
1:34
Live shot of hit and run scene w/ reporter
1:51
Anchor at Desk
1:55
Graphic of information about suspect and car he was driving
Audio
ANCHOR LEAD IN:THIS AFTERNOON BOISE POLICE ARE LOOKING FOR A MAN THEY SAY HIT A TWELVE YEAR OLD BOY WITH HIS CAR. BOISE POLICE ARE LOOKING FOR A MAN THEY SAY HIT THAT BOY EARLIER TODAY, EDGAR LINERES IS LIVE WHERE THE ACCIDENT HAPPENED.
THAT’S RIGHT CAROLINE, ACTUALLY THE ACCIDENT HAPPENED RIGHT HERE AT THIS INTERSECTION..RIGHT ACROSS..WITTNESSES TELL POLICE THAT THE BOY WAS HEADING TO FAIRMONT JR. HIGH SCHOOL WHICH IS RIGHT OVER HERE. SOME STUDENTS WERE OUT HERE JUST A LITTLE BIT AGO. NOW WITNESSES SAY ONCOMING TRAFFIC HAD A RED LIGHT WHEN THE VEHICHLE RAN THE LIGHT, HITTING THE BOY AND HIS BIKE. POLICE SAY AFTER THE BOY WAS HIT THE VEHICHLE DROVE UP SLOWLY, ROLLED ITS WINDOW DOWN TO LOOK AT THE BOY, AND THEN DROVE OFF. OFFICERS SAY THEY DON’T KNOW IF THERE WERE ANY WORDS EXCHANGED BETWEEN THE BOY AND THE DRIVER, BUT POLICE DO TELL US THIS ACCIDENT WAS NOT THE BOYS FAULT
0:45
I THINK ITS REALLY IMPORTANT TO KNOW THAT THIS BOY REALLY WAS DOING WHAT HE WAS SUPPOSED TO BE DOING, HE HAD WAITED FOR THE LIGHT, WAS CROSSING IN THE CROSS
WALK, UH WITH HIS BIKE AND, AND UH..ACCORDING TO WITNESSES IT WAS A MOTORIST WHO APPARENTLY RAN A RED LIGHT, SO THIS BOY WAS DOING WHAT HE WAS SUPPOSED TO BE DOING.
1:00
NOW THE BOY WAS CHECKED OUT BY PARAMEDICS AND WAS SAID TO BE OK. SCHOOL OFFICIALS TELL US THE BOY DID CONTINUE TO SCHOOL WITH SOME BUMPS AND BRUISES, HE WAS LATER TAKEN HOME BY HIS MOTHER, NOW SCHOOL OFFICIALS TELL US THEY HOPE THE DRIVER WILL DO THE RIGHT THING
1:15
IT’S A VERY DISTURBING THING TO HAVE A MOTORIST NOT ONLY HIT A STUDENT, BUT HAVE THE GAUL TO JUST LEAVE, AND FROM WHAT I UNDERSTAND, ROLL DOWN THE WINDOW OR OPEN THE DOOR, FROM WHAT POLICE TELL US, UH, SAW THE STUDENT ON THE GROUND, AND SIMPLY LEFT. THAT’S, THAT’S UH NOT RIGHT.
1:34
NOW ONCE AGAIN THAT’S THE INTERSECTION YOUR TAKING A LOOK AT RIGHT THERE. CAROLINE POLICE ARE INVESTIGATING HOW FAST THE DRIVER WAS GOING. THEY DO SAY IF THE DRIVER WAS GOING ANY FASTER THAN HE WAS, THIS WOULD A MUCH MORE DIFFERENT ACCIDENT, AND MUCH WORSE ACTUALLY.
1:46
BUT THE BOY CHECKED OUT JUST FINE SO THAT’S GOOD NEWS,
THANK YOU EDGAR FOR THAT LIVE REPORT,
WITNESSES TELL POLICE THAT THE VEHICHLE WAS DESCRIBED AS A WHITE PASSENGER CAR, A HONDA OR A TOYOTA TYPE. THE DRIVER HIMSELF WAS DESCRIBED AS A MALE, POSSIBLY SEVENTEEN TO EIGHTEEN YEARS OF AGE, WEARING A BEANIE. ANYONE WITH INFORMATION IS ENCOURAGED TO CALL CRIMESTOPPERS AT THREE FOUR THREE, COPS.
McPeak
Video
0:00
KTVB Graphic
0:02
Anchorperson on set
0:13
Split screen w/ anchor and reporter at live shot
0:14
Live shot of reporter at a scene of hit and run
0:28
Video of scene with traffic
0:45
Video of interview w/ Lynn Hightower
1:00
B roll of traffic on a street, traffic lights etc.
1:15
Video of Dan Hollar interview
1:34
Live shot of hit and run scene w/ reporter
1:51
Anchor at Desk
1:55
Graphic of information about suspect and car he was driving
Audio
ANCHOR LEAD IN:THIS AFTERNOON BOISE POLICE ARE LOOKING FOR A MAN THEY SAY HIT A TWELVE YEAR OLD BOY WITH HIS CAR. BOISE POLICE ARE LOOKING FOR A MAN THEY SAY HIT THAT BOY EARLIER TODAY, EDGAR LINERES IS LIVE WHERE THE ACCIDENT HAPPENED.
THAT’S RIGHT CAROLINE, ACTUALLY THE ACCIDENT HAPPENED RIGHT HERE AT THIS INTERSECTION..RIGHT ACROSS..WITTNESSES TELL POLICE THAT THE BOY WAS HEADING TO FAIRMONT JR. HIGH SCHOOL WHICH IS RIGHT OVER HERE. SOME STUDENTS WERE OUT HERE JUST A LITTLE BIT AGO. NOW WITNESSES SAY ONCOMING TRAFFIC HAD A RED LIGHT WHEN THE VEHICHLE RAN THE LIGHT, HITTING THE BOY AND HIS BIKE. POLICE SAY AFTER THE BOY WAS HIT THE VEHICHLE DROVE UP SLOWLY, ROLLED ITS WINDOW DOWN TO LOOK AT THE BOY, AND THEN DROVE OFF. OFFICERS SAY THEY DON’T KNOW IF THERE WERE ANY WORDS EXCHANGED BETWEEN THE BOY AND THE DRIVER, BUT POLICE DO TELL US THIS ACCIDENT WAS NOT THE BOYS FAULT
0:45
I THINK ITS REALLY IMPORTANT TO KNOW THAT THIS BOY REALLY WAS DOING WHAT HE WAS SUPPOSED TO BE DOING, HE HAD WAITED FOR THE LIGHT, WAS CROSSING IN THE CROSS
WALK, UH WITH HIS BIKE AND, AND UH..ACCORDING TO WITNESSES IT WAS A MOTORIST WHO APPARENTLY RAN A RED LIGHT, SO THIS BOY WAS DOING WHAT HE WAS SUPPOSED TO BE DOING.
1:00
NOW THE BOY WAS CHECKED OUT BY PARAMEDICS AND WAS SAID TO BE OK. SCHOOL OFFICIALS TELL US THE BOY DID CONTINUE TO SCHOOL WITH SOME BUMPS AND BRUISES, HE WAS LATER TAKEN HOME BY HIS MOTHER, NOW SCHOOL OFFICIALS TELL US THEY HOPE THE DRIVER WILL DO THE RIGHT THING
1:15
IT’S A VERY DISTURBING THING TO HAVE A MOTORIST NOT ONLY HIT A STUDENT, BUT HAVE THE GAUL TO JUST LEAVE, AND FROM WHAT I UNDERSTAND, ROLL DOWN THE WINDOW OR OPEN THE DOOR, FROM WHAT POLICE TELL US, UH, SAW THE STUDENT ON THE GROUND, AND SIMPLY LEFT. THAT’S, THAT’S UH NOT RIGHT.
1:34
NOW ONCE AGAIN THAT’S THE INTERSECTION YOUR TAKING A LOOK AT RIGHT THERE. CAROLINE POLICE ARE INVESTIGATING HOW FAST THE DRIVER WAS GOING. THEY DO SAY IF THE DRIVER WAS GOING ANY FASTER THAN HE WAS, THIS WOULD A MUCH MORE DIFFERENT ACCIDENT, AND MUCH WORSE ACTUALLY.
1:46
BUT THE BOY CHECKED OUT JUST FINE SO THAT’S GOOD NEWS,
THANK YOU EDGAR FOR THAT LIVE REPORT,
WITNESSES TELL POLICE THAT THE VEHICHLE WAS DESCRIBED AS A WHITE PASSENGER CAR, A HONDA OR A TOYOTA TYPE. THE DRIVER HIMSELF WAS DESCRIBED AS A MALE, POSSIBLY SEVENTEEN TO EIGHTEEN YEARS OF AGE, WEARING A BEANIE. ANYONE WITH INFORMATION IS ENCOURAGED TO CALL CRIMESTOPPERS AT THREE FOUR THREE, COPS.
Sunday, April 17, 2011
Week 14 - 250 word review of the news
Welcome to week 14 - please post your 250 word review of the news here.
Sunday, April 10, 2011
Week 13 - Movie review assignment due end of week
Reminder - your movie review assignment is due this Friday by 11:59 P.M. to my e-mail (see previous blog entry [week 12] for assignment specifics).
*** due to the heavy assignment load this week no reading is assigned***
*** due to the heavy assignment load this week no reading is assigned***
Week 13 - PR "In Class" Assignment
At the conclusion of the press release assignment in class - please turn in via e-mail and I will grade and record - thank you.
Week 13 - The Press Release (Instructor Notes)
A. Introduction- The Press Release
#1. News release headlines should have a "grabber" to attract readers, i.e., journalists, just as a newspaper headline is meant to grab readers. It may describe the latest achievement of an organization, a recent newsworthy event, a new product or service. For example, "XYZ Co. enters strategic partnership with ABC Co. in India & United States."
2. Headlines are written in bold and are typically larger than the press release text. Conventional press release headlines are present-tense and exclude "a" and "the" as well as forms of the verb "to be" in certain contexts.
3. The first word in the press release headline should be capitalized, as should all proper nouns. Most headline words appear in lower-case letters, although adding a stylized "small caps" style can create a more graphically news-attractive look and feel. Do not capitalize every word.
4. The simplest method to arrive at the press release headline is to extract the most important keywords from your press release. Now from these keywords, try to frame a logical and attention-getting statement. Using keywords will give you better visibility in search engines, and it will be simpler for journalists and readers to get the idea of the press release content.
B. Development-
1. Start with the date and city in which the press release is originated. The city may be omitted if it will be confusing, for example if the release is written in New York about events in the company's Chicago division.
2. The lead, or first sentence, should grab the reader and say concisely what is happening. The next 1-2 sentences then expand upon the lead.
3. The press release body copy should be compact. Avoid using very long sentences and paragraphs. Avoid repetition and over use of fancy language and jargon.
4. A first paragraph (two to three sentences) must actually sum up the press release and the further content must elaborate it. In a fast-paced world, neither journalists nor other readers would read the entire press release if the start of the article didn't generate interest. 5. Deal with actual facts - events, products, services, people, targets, goals, plans, projects. Try to provide maximum use of concrete facts. A simple method for writing an effective press release is to make a list of following things
C. Practice-
Communicate the 5 Ws and the H. Who, what, when, where, why, and how. Then consider the points below if pertinent.
1. What is the actual news?
2. Why this is news.
3. The people, products, items, dates and other things related with the news.
4 The purpose behind the news. 5 Your company - the source of this news.
* Now from the points gathered, try to construct paragraphs and assemble them sequentially: The headline > the summary or introduction of the news > event or achievements > product > people > again the concluding summary > the company. * The length of a press release should be no more than three pages. If you are sending a hard copy, text should be double-spaced. * The more newsworthy you make the press release copy, the better the chances of it being selected by a journalist for reporting. Find out what "newsworthy" means to a given market and use it to hook the editor or reporter.
#1. News release headlines should have a "grabber" to attract readers, i.e., journalists, just as a newspaper headline is meant to grab readers. It may describe the latest achievement of an organization, a recent newsworthy event, a new product or service. For example, "XYZ Co. enters strategic partnership with ABC Co. in India & United States."
2. Headlines are written in bold and are typically larger than the press release text. Conventional press release headlines are present-tense and exclude "a" and "the" as well as forms of the verb "to be" in certain contexts.
3. The first word in the press release headline should be capitalized, as should all proper nouns. Most headline words appear in lower-case letters, although adding a stylized "small caps" style can create a more graphically news-attractive look and feel. Do not capitalize every word.
4. The simplest method to arrive at the press release headline is to extract the most important keywords from your press release. Now from these keywords, try to frame a logical and attention-getting statement. Using keywords will give you better visibility in search engines, and it will be simpler for journalists and readers to get the idea of the press release content.
B. Development-
1. Start with the date and city in which the press release is originated. The city may be omitted if it will be confusing, for example if the release is written in New York about events in the company's Chicago division.
2. The lead, or first sentence, should grab the reader and say concisely what is happening. The next 1-2 sentences then expand upon the lead.
3. The press release body copy should be compact. Avoid using very long sentences and paragraphs. Avoid repetition and over use of fancy language and jargon.
4. A first paragraph (two to three sentences) must actually sum up the press release and the further content must elaborate it. In a fast-paced world, neither journalists nor other readers would read the entire press release if the start of the article didn't generate interest. 5. Deal with actual facts - events, products, services, people, targets, goals, plans, projects. Try to provide maximum use of concrete facts. A simple method for writing an effective press release is to make a list of following things
C. Practice-
Communicate the 5 Ws and the H. Who, what, when, where, why, and how. Then consider the points below if pertinent.
1. What is the actual news?
2. Why this is news.
3. The people, products, items, dates and other things related with the news.
4 The purpose behind the news. 5 Your company - the source of this news.
* Now from the points gathered, try to construct paragraphs and assemble them sequentially: The headline > the summary or introduction of the news > event or achievements > product > people > again the concluding summary > the company. * The length of a press release should be no more than three pages. If you are sending a hard copy, text should be double-spaced. * The more newsworthy you make the press release copy, the better the chances of it being selected by a journalist for reporting. Find out what "newsworthy" means to a given market and use it to hook the editor or reporter.
Monday, April 4, 2011
Week 12 - Due Dates!
Upcoming Due Dates:
April 8 - Investigative Story
April 15 - Movie Review
April 22 - Music Review
April 29 - Portfolio Due
April 8 - Investigative Story
April 15 - Movie Review
April 22 - Music Review
April 29 - Portfolio Due
Week 12 - Movie Review (Due April 15)
Movie Review * * * Due April 15, 2011 by 11:59 P.M. to my e-mail.
The Social Network *
* Or, a movie of your choice
Headline
Deck
Byline
Dateline
Lead
Bridge
Body (IP)
Tag
Text Pull (don't forget this!), see page 133 for example
>> Page 132 in Harrower for general review information
400 Words
The Social Network *
* Or, a movie of your choice
Headline
Deck
Byline
Dateline
Lead
Bridge
Body (IP)
Tag
Text Pull (don't forget this!), see page 133 for example
>> Page 132 in Harrower for general review information
400 Words
Week 12 - Harvard Part VIII (Instructor Notes)
Homework: read pages 227 to 246 in Harvard
Answer the following questions and post:
According to Lane Degregory, describe the following "J-tips":
1. Talk to strangers
2. Play hooky
3. Read the walls
4. Eat lunch alone
5. Get a life
6. Ignore the important people
7. Celebrate losers
8. Wonder "who would ever_________"
9. Hang out at bars
10. Give everyone your phone number
11. Work holidays
12. Grab the stories nobody else wants
13. Look for the bruise on the apple
Answer the following questions and post:
According to Lane Degregory, describe the following "J-tips":
1. Talk to strangers
2. Play hooky
3. Read the walls
4. Eat lunch alone
5. Get a life
6. Ignore the important people
7. Celebrate losers
8. Wonder "who would ever_________"
9. Hang out at bars
10. Give everyone your phone number
11. Work holidays
12. Grab the stories nobody else wants
13. Look for the bruise on the apple
Week 12 - Portfolio Due April 29, 2011
Portfolio due date: April 29, 2011 by 11:59 P.M. to my e-mail.
Portfolio
> consists of all stories we have written throughout the semester (if you received a low grade you can revise your stories in line with 273 standards to receive a higher grade on the comprehensive portfolio); please do not come to see me for records of your stories as I am depending on you to keep your assignments.
> toolbox (includes links to our vitals/public records www links)
> cover letter
> j-resume *** we will work this week on it
> all documents ***must*** be converted to Adobe (i.e. no Word); send as a single Adobe attachment for stories, one attachment for j-resume, and one attachment for cover letter (3 enc.)
*** if you have questions see a lab assistant regarding technical issues with Word or Adobe
Portfolio
> consists of all stories we have written throughout the semester (if you received a low grade you can revise your stories in line with 273 standards to receive a higher grade on the comprehensive portfolio); please do not come to see me for records of your stories as I am depending on you to keep your assignments.
> toolbox (includes links to our vitals/public records www links)
> cover letter
> j-resume *** we will work this week on it
> all documents ***must*** be converted to Adobe (i.e. no Word); send as a single Adobe attachment for stories, one attachment for j-resume, and one attachment for cover letter (3 enc.)
*** if you have questions see a lab assistant regarding technical issues with Word or Adobe
Week 12 - Music Review (Due April 22, 2011)
MUSIC REVIEW ***
DUE DATE: April 22, 2011 by 11:59 P.M. to my e-mail.
WORD MIN: 350 words
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
Tag
Copyright
Assignment: You can review any music medium and submit for credit.
Note: need pull with music vitals (see Harrower text)
Can be live or recorded.
DUE DATE: April 22, 2011 by 11:59 P.M. to my e-mail.
WORD MIN: 350 words
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
Tag
Copyright
Assignment: You can review any music medium and submit for credit.
Note: need pull with music vitals (see Harrower text)
Can be live or recorded.
Monday, March 28, 2011
Week 11 - Reminder: Investigative Story (Due April 8)
Investigative Story (Due April 8)
New Assignment: Investigative Story
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
New Assignment: Investigative Story
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
Monday, March 21, 2011
Week 10 - Review of basic elements to the news story
Review of basic elements to the news story:
Who
What
When
Where
Why
How
In active voice. Dan hit the ball, not The ball was hit by Dan.
Have an active verb saying clearly what they did or will do.
Kappa Sigma fraternity pledged 10 new members this month.
Who did what when
The Peking Acrobats will perform at the Pavilion Tuesday
Who will do what where when
You write a lead summarizing the most important, interesting thing that happened or that will happen. The lead almost always has the who, what and when. It may or may not have the other elements. It shouldn’t be more than 25-30 words long.
You outline. What are the most important divisions of the story?
Summary sentence for each division.
Go into more detail after the lead and after the introduction to each division of the story.
You start with the most important information and continue with each successively important piece of information. In this style, you don’t go in chronological order. In a speech, what is the most important thing he said? Then the next most important. Not what he said first, second and third. Usually he will start with how happy he is to be here. That’s not the most important or interesting thing. You may summarize what he said, like:
America’s war against terrorism is doomed.
The City Council rebuffed efforts to legislate a 20 mph speed limit within a mile of the Statehouse.
Who
What
When
Where
Why
How
In active voice. Dan hit the ball, not The ball was hit by Dan.
Have an active verb saying clearly what they did or will do.
Kappa Sigma fraternity pledged 10 new members this month.
Who did what when
The Peking Acrobats will perform at the Pavilion Tuesday
Who will do what where when
You write a lead summarizing the most important, interesting thing that happened or that will happen. The lead almost always has the who, what and when. It may or may not have the other elements. It shouldn’t be more than 25-30 words long.
You outline. What are the most important divisions of the story?
Summary sentence for each division.
Go into more detail after the lead and after the introduction to each division of the story.
You start with the most important information and continue with each successively important piece of information. In this style, you don’t go in chronological order. In a speech, what is the most important thing he said? Then the next most important. Not what he said first, second and third. Usually he will start with how happy he is to be here. That’s not the most important or interesting thing. You may summarize what he said, like:
America’s war against terrorism is doomed.
The City Council rebuffed efforts to legislate a 20 mph speed limit within a mile of the Statehouse.
Week 10 - Instructor Notes
Instructor Notes from Week 9
a.) Accuracy and libel
1.) What is defamation and slander? Damage to character. True.
2.) Libel is published slander.
3.) Truth is an absolute defense
4.) Times v. Sullivan said public officials must prove actual malice Burden is on the plaintiff.
5.) Actual malice is knowledge of falsehood or reckless disregard. Why did the Court do this? Who is a public official?
6.) Other cases extended it to public figures.
a.) Pervasive. (Simplot?)
b.) Vortex or limited. Voluntarily thrust himself into a public controversy to influence the outcome.
c.) Involuntary Finds himself in a public controversy. Rare. Court often says is not a public figure.
d.) Private figures. Standards of liability up to the states. Gertz v Welch (lawyer, John Birch Society labeled Communist). Published with carelessness or negligence instead of proving actual malice. But it has to be false and damaging to their reputation.
e.) Corrections don’t help a lot
7.) Privilege
a.) Absolute. Public officials making statements in the course of their official duties. Includes law enforcement officials. Public meetings and records, too.
b.) Qualified priv for media.
8.) Neutral reportage
Ten states recognize it. Accusations against a public official or figure in a public controversy as long as the reporter states them accurately.
9.) Fair comment and criticism
a.) For reviews. Opinion is protected. Factual errors in opinion stories is not.
Invasion of privacy
a.) Accuracy isn’t a defense.
b.) Intrusion into solitude
c.) Public disclosure of private facts
d.) False light
e.) Use of a name or picture without permission. Here’s Johnny.
a.) Accuracy and libel
1.) What is defamation and slander? Damage to character. True.
2.) Libel is published slander.
3.) Truth is an absolute defense
4.) Times v. Sullivan said public officials must prove actual malice Burden is on the plaintiff.
5.) Actual malice is knowledge of falsehood or reckless disregard. Why did the Court do this? Who is a public official?
6.) Other cases extended it to public figures.
a.) Pervasive. (Simplot?)
b.) Vortex or limited. Voluntarily thrust himself into a public controversy to influence the outcome.
c.) Involuntary Finds himself in a public controversy. Rare. Court often says is not a public figure.
d.) Private figures. Standards of liability up to the states. Gertz v Welch (lawyer, John Birch Society labeled Communist). Published with carelessness or negligence instead of proving actual malice. But it has to be false and damaging to their reputation.
e.) Corrections don’t help a lot
7.) Privilege
a.) Absolute. Public officials making statements in the course of their official duties. Includes law enforcement officials. Public meetings and records, too.
b.) Qualified priv for media.
8.) Neutral reportage
Ten states recognize it. Accusations against a public official or figure in a public controversy as long as the reporter states them accurately.
9.) Fair comment and criticism
a.) For reviews. Opinion is protected. Factual errors in opinion stories is not.
Invasion of privacy
a.) Accuracy isn’t a defense.
b.) Intrusion into solitude
c.) Public disclosure of private facts
d.) False light
e.) Use of a name or picture without permission. Here’s Johnny.
Week 10 - Checklist
Investigative Story Checklist
1.) Was there a clear thesis? What was it?
2.) Could you write a simple outline, identifying the three or four main points?
3.) Was each point, or argument, backed by evidence (statistics, quote, anecdote, historical review)?
4.) What assumptions of prior knowledge or the environment into which the issue falls did the writer make?
5.) Is there a clear call for action? Who is being asked to do something? What does the writer ask them to do?
6.) Is the readership clearly identified in the writer’s mind?
7.) Is the voice/tone of the piece appropriate to that argument?
1.) Was there a clear thesis? What was it?
2.) Could you write a simple outline, identifying the three or four main points?
3.) Was each point, or argument, backed by evidence (statistics, quote, anecdote, historical review)?
4.) What assumptions of prior knowledge or the environment into which the issue falls did the writer make?
5.) Is there a clear call for action? Who is being asked to do something? What does the writer ask them to do?
6.) Is the readership clearly identified in the writer’s mind?
7.) Is the voice/tone of the piece appropriate to that argument?
Week 10 - Revising
Harvard (Part VII)
Hull
1. Reporting
2. Thinking
3. Rewriting
Narrative in Four Boxes
Banaszynski
1. Nano-Narratives
2. News-Driven Narratives
3. Narratives revealing news trends
4. True Narratives
Hull
1. Reporting
2. Thinking
3. Rewriting
Narrative in Four Boxes
Banaszynski
1. Nano-Narratives
2. News-Driven Narratives
3. Narratives revealing news trends
4. True Narratives
Week 10 - Editing
Harvard (Part VII)
Hiestand
1. Embody ideas in the nature of language
2. Restore worn-out words
3. Take an art class
4. Use concrete detail
5. Compose the pace
6. Experiment with form
7. Cultivate your own style
Hiestand
1. Embody ideas in the nature of language
2. Restore worn-out words
3. Take an art class
4. Use concrete detail
5. Compose the pace
6. Experiment with form
7. Cultivate your own style
Monday, March 14, 2011
Week 9 - Idaho Statesman
The state’s largest newspaper, the Idaho Statesman, is collaborating with BSU on a project called the Idaho Statesman Fellows. Approximately 6-8 students will get a chance to go behind-the-scenes with Statesman staff and see how they cover the Legislature. It will include informal seminars with Statesman editors, reporters and photographers as well as hands-on experience working with reporters in the Legislature. This is a unique opportunity for students to see how a major newspaper covers politics and to get a detailed view of the legislative process in Idaho. Total time commitment is about 45 hours. Students will receive 1 internship credit.
If interested, please contact Dr. Moncrief, Political Science Department at gmoncri@boisestate.edu
If interested, please contact Dr. Moncrief, Political Science Department at gmoncri@boisestate.edu
Week 9 - Class Notes (lecture)
Lecture on Beyond Breaking News
1.) Editorial page vs. Op-Ed page.
2.) News articles. Commentaries and Analysis. Staff editorials. Staff columnists. Editorial cartoons. Op-ed: Letters to the editor. Guest opinions. Syndicated columns. As others see it. Personal columns (Culture, Sports). Reviews (not to be confused with Culture advances.)
3.) Staff editorials: the institutional voice of the publication. Editorial board. Well-written. Take a stand. Recommend action. Give examples and evidence to prove each point you make. Do research; don’t write at the last minute off the top of your head. Write, edit it carefully. It should be the best, most thoughtful writing in the paper. It has a designated editor and editorial writers.
4.) Expert criticism vs. consumer stand-in reviews. Man-on-the-street and other non-staff reviews.
5.) What are they trying to accomplish, and what resources do they have? How well did they do, given their goals and resources? Were their goals realistic. A high school production is critiqued differently from a Broadway road show. Ditto for a high school orchestra and a big-city orchestra with world-class visiting soloist. No personal attacks unless backed by evidence: “He sounds like my dad singing in the shower.”
6.) Law and ethics
a.) Founding fathers wanted to protect the Press as the Fourth Estate. A check against government. To be able to talk about public issues without fear of government shutting them down for libel, like pre-Revolution and Central Asia.
b.) Protection is for SPEECH, including the press. No special privileges to speak of. Anyone who publishes is protected, because what IS “the press,” anyway?
c.) Libel is published defamation. Damage to character. Untruth.
d.) Until Times v. Sullivan, public officials and private officials the same. Feds could get you for sedition, and that was the main area.
e.) Times v. Sullivan established public official, and later cases, public figures.
f.) Truth is the best defense.
g.) Fair reporting privilege.
h.) Invasion of privacy.
i.) Truth is not a defense.
7.) Invasion into solitude. Sean Penn and Madonna’s wedding, Jackie O. sunbathing on Skorpios. Parabolic mike and long lens. Vs. lit bedroom close to the curb.
8.) Intrusion, public disclosure of private facts, false light, appropriation. H
9.) Copyright. 100 years. Applies automatically once set into concrete form. If on the Internet, assumed to have copyright.
10.) Trademark
11.) Taste and decency. Obscenity.
12.) School censorship.
13.) Ethics
1.) Editorial page vs. Op-Ed page.
2.) News articles. Commentaries and Analysis. Staff editorials. Staff columnists. Editorial cartoons. Op-ed: Letters to the editor. Guest opinions. Syndicated columns. As others see it. Personal columns (Culture, Sports). Reviews (not to be confused with Culture advances.)
3.) Staff editorials: the institutional voice of the publication. Editorial board. Well-written. Take a stand. Recommend action. Give examples and evidence to prove each point you make. Do research; don’t write at the last minute off the top of your head. Write, edit it carefully. It should be the best, most thoughtful writing in the paper. It has a designated editor and editorial writers.
4.) Expert criticism vs. consumer stand-in reviews. Man-on-the-street and other non-staff reviews.
5.) What are they trying to accomplish, and what resources do they have? How well did they do, given their goals and resources? Were their goals realistic. A high school production is critiqued differently from a Broadway road show. Ditto for a high school orchestra and a big-city orchestra with world-class visiting soloist. No personal attacks unless backed by evidence: “He sounds like my dad singing in the shower.”
6.) Law and ethics
a.) Founding fathers wanted to protect the Press as the Fourth Estate. A check against government. To be able to talk about public issues without fear of government shutting them down for libel, like pre-Revolution and Central Asia.
b.) Protection is for SPEECH, including the press. No special privileges to speak of. Anyone who publishes is protected, because what IS “the press,” anyway?
c.) Libel is published defamation. Damage to character. Untruth.
d.) Until Times v. Sullivan, public officials and private officials the same. Feds could get you for sedition, and that was the main area.
e.) Times v. Sullivan established public official, and later cases, public figures.
f.) Truth is the best defense.
g.) Fair reporting privilege.
h.) Invasion of privacy.
i.) Truth is not a defense.
7.) Invasion into solitude. Sean Penn and Madonna’s wedding, Jackie O. sunbathing on Skorpios. Parabolic mike and long lens. Vs. lit bedroom close to the curb.
8.) Intrusion, public disclosure of private facts, false light, appropriation. H
9.) Copyright. 100 years. Applies automatically once set into concrete form. If on the Internet, assumed to have copyright.
10.) Trademark
11.) Taste and decency. Obscenity.
12.) School censorship.
13.) Ethics
Week 9 - Investigative Exercise (lab)
After watching the film clip - describe in 250 words how an investigative story differs from a "feature story" or basic news story and post.
Think about the following:
1. remain objective
2. focus tightly
3. cast a wide net
4. keep your nose clean
5. work the web * * * * *
Think about the following:
1. remain objective
2. focus tightly
3. cast a wide net
4. keep your nose clean
5. work the web * * * * *
Monday, March 7, 2011
Week 8 - Class Notes
Class Notes:
Investigation
1. Investigation is the work of the reporter, not somebody else.
2. Subject involves something of reasonable importance
3. Others are attempting to hide these matters from the public.
* * *
Public records - critical!
* * *
Make a plan, or create an outline
1. Finding conceivable evidence, documents
2. Always re-assess the question of who else might have knowledge
3. Ask the same question in different ways
Investigation
1. Investigation is the work of the reporter, not somebody else.
2. Subject involves something of reasonable importance
3. Others are attempting to hide these matters from the public.
* * *
Public records - critical!
* * *
Make a plan, or create an outline
1. Finding conceivable evidence, documents
2. Always re-assess the question of who else might have knowledge
3. Ask the same question in different ways
Week 8 - Reminder, Editorial Due Friday, 11:59 P.M.
Reminder - Editorial due this Friday, 11:59 P.M.
Week 8 - Investigative Story (Due April 8)
New Assignment: Investigative Story
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
***
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
***
Week 8 - Harvard (VI) Ethics (Homework #1)
Answer the following questions (from lecture) and post:
1.) What does Clark mean by "the line between fact and fiction" (page 164)?
2.) What are the basic principles to help journalists navigate the waters?
3.) What does Harrington mean by an "Ethical Code"?
4.) How do journalists, play fair with subjects according to Wilkerson (page 172)?
5.) Describe how you secure consent according to Kidder?
6.) How do you protect your subject and story according to Nazario?
1.) What does Clark mean by "the line between fact and fiction" (page 164)?
2.) What are the basic principles to help journalists navigate the waters?
3.) What does Harrington mean by an "Ethical Code"?
4.) How do journalists, play fair with subjects according to Wilkerson (page 172)?
5.) Describe how you secure consent according to Kidder?
6.) How do you protect your subject and story according to Nazario?
Monday, February 28, 2011
Week 7 - Journalism Sources ( class notes)
Sources
How to find sources.
a.) BSU Web site
b.) BSU Catalog
c.) Press releases from editors
d.) Other Web pages
e.) Phone book
f.) Professional Directories and journals
g.) Ayers Crisscross Directory
h.) Department heads
i.) Bulletin boards
Verify their names. Say verify. Check spelling and titles. Also verify numbers, titles of organizations and numbers. Make sure numbers add up correctly.
You can do interviews by phone or e-mail as well as in person.
Multi-task. If you can’t get your first source, try your second choice. Leave your cell or phone number and e-mail address. While waiting for sources for one aspect of your story to respond, be contacting sources for other aspects of your stories.
Suggest ideas for illustrating stories and bring back facts to pull out as fact boxes.
Get direct quotes. Beginning reporters, for briefs: Read back name and title and relevant facts. Maybe read back their quote. Don’t do that as you move up from junior reporter.
Use a tape or digital recorder. Coordinate your notes with it so you don’t have to listen to the whole tape or read your whole notebook. Use “quote yes” or stars in left margin, along with digital counter number for key facts and quotes. Use the recording function of our phone system, but don’t store things in their long-term. Pull it off into a tape or digital recorder later.
Be thinking how to incorporate video, audio and reference to other Web sites for our online edition. * * *
We should be a 24/7 daily online. Don’t hold stories for the print edition. Get something online as soon as we verify information about it. Build on that story for the print edition.
Don’t write more than it’s worth. Use the inverted pyramid formula.
We can use calendars. For upcoming events, like concerts, do telephone interviews.
Longer stories will be profiles or establish context. They will break out of inverted pyramid and be story-telling. They should be planned a little more ahead of time. The designers should have time to showcase them in packages. These will be your best clips.
How to find sources.
a.) BSU Web site
b.) BSU Catalog
c.) Press releases from editors
d.) Other Web pages
e.) Phone book
f.) Professional Directories and journals
g.) Ayers Crisscross Directory
h.) Department heads
i.) Bulletin boards
Verify their names. Say verify. Check spelling and titles. Also verify numbers, titles of organizations and numbers. Make sure numbers add up correctly.
You can do interviews by phone or e-mail as well as in person.
Multi-task. If you can’t get your first source, try your second choice. Leave your cell or phone number and e-mail address. While waiting for sources for one aspect of your story to respond, be contacting sources for other aspects of your stories.
Suggest ideas for illustrating stories and bring back facts to pull out as fact boxes.
Get direct quotes. Beginning reporters, for briefs: Read back name and title and relevant facts. Maybe read back their quote. Don’t do that as you move up from junior reporter.
Use a tape or digital recorder. Coordinate your notes with it so you don’t have to listen to the whole tape or read your whole notebook. Use “quote yes” or stars in left margin, along with digital counter number for key facts and quotes. Use the recording function of our phone system, but don’t store things in their long-term. Pull it off into a tape or digital recorder later.
Be thinking how to incorporate video, audio and reference to other Web sites for our online edition. * * *
We should be a 24/7 daily online. Don’t hold stories for the print edition. Get something online as soon as we verify information about it. Build on that story for the print edition.
Don’t write more than it’s worth. Use the inverted pyramid formula.
We can use calendars. For upcoming events, like concerts, do telephone interviews.
Longer stories will be profiles or establish context. They will break out of inverted pyramid and be story-telling. They should be planned a little more ahead of time. The designers should have time to showcase them in packages. These will be your best clips.
Week 7 - Lecture Notes
Title: Checklist
* * * please copy for your toolbox * * *
Instructions: Use the questions below as a profile checklist.
Questions and Answers
Answer the following questions in the fields below.
Question 1: What did you consider when choosing your subject? You may want to think through some of the questions here: Why is this person newsworthy? What will be your focus of the profile? What has this person done that would be of interest to readers of your college newspaper, Web site or local publication? Does this person contribute to your college or university behind the scenes - i.e. head of maintenance? Has this person received an award, written a book, started a new course or program? Is this person new in his or her job? Is this person retiring after a long stay at your college or university? If it is a student, is he or she head of an organization, an athlete, or achieved an unusual accomplishment?
Question 2: Have you done background research? Check the Internet. Ask for a resume or vita. Ask co-workers, students or other people about the person (before the interview) to get tips on questions to ask. (You also could interview these people after the interview.) Check everything you can about the person's background before the interview.
Question 3: Did you schedule the interview well in advance?
Question 4: Can you get a photo?
Question 5: What questions have you prepared? Here are some options: a. Turning points - Were there any incidents or people who influenced you to choose this career or job? b. Goals - what are your goals in this job c. Achievements - What are your major achievements (books, research, awards)? d. Obstacles - What are some of the obstacles you have faced or currently face? e. Logistics - Don't forget to get the basics; when or how long in this position, age if relevant, check the full name and spelling, formal title. f. Background - Double check items on the resume (college, degrees, home town), other positions held. g. Personal - Married, single, children - if relevant.
Question 6: Can you locate other sources? Check other people who work with this person, relatives if relevant, students if interviewing a professor or administrator.
* * * please copy for your toolbox * * *
Instructions: Use the questions below as a profile checklist.
Questions and Answers
Answer the following questions in the fields below.
Question 1: What did you consider when choosing your subject? You may want to think through some of the questions here: Why is this person newsworthy? What will be your focus of the profile? What has this person done that would be of interest to readers of your college newspaper, Web site or local publication? Does this person contribute to your college or university behind the scenes - i.e. head of maintenance? Has this person received an award, written a book, started a new course or program? Is this person new in his or her job? Is this person retiring after a long stay at your college or university? If it is a student, is he or she head of an organization, an athlete, or achieved an unusual accomplishment?
Question 2: Have you done background research? Check the Internet. Ask for a resume or vita. Ask co-workers, students or other people about the person (before the interview) to get tips on questions to ask. (You also could interview these people after the interview.) Check everything you can about the person's background before the interview.
Question 3: Did you schedule the interview well in advance?
Question 4: Can you get a photo?
Question 5: What questions have you prepared? Here are some options: a. Turning points - Were there any incidents or people who influenced you to choose this career or job? b. Goals - what are your goals in this job c. Achievements - What are your major achievements (books, research, awards)? d. Obstacles - What are some of the obstacles you have faced or currently face? e. Logistics - Don't forget to get the basics; when or how long in this position, age if relevant, check the full name and spelling, formal title. f. Background - Double check items on the resume (college, degrees, home town), other positions held. g. Personal - Married, single, children - if relevant.
Question 6: Can you locate other sources? Check other people who work with this person, relatives if relevant, students if interviewing a professor or administrator.
Week 7 - Reading Homework
Harvard: Part IV Ethics
Harrower: Chapter 6, Beyond Breaking News (review)
Journalism Ethics and Law (in Chapter 6)
* * * because of heavy work load this week the reading has been truncated * * *
Harrower: Chapter 6, Beyond Breaking News (review)
Journalism Ethics and Law (in Chapter 6)
* * * because of heavy work load this week the reading has been truncated * * *
Week 7 - Journalism Resume, Cover, and Clips
Please make sure your journalism resume, cover letter, and clips are in good order. Please ask questions if you are unsure after class.
Week 7 - Story Assignment: Editorial on Boise Trolley
Story Assignment: Editorial (Tip - Reference the Harrower text on editorials)
400 Words, TNR, 12 PF, 1" M
Headline
(no deck)
Byline
(no dateline)
Tag
* * * Must reference two (2) sources (research) * * *
Assignment: Write an editorial on the Boise Trolley (proposed downtown rail loop)- take a position for or against and argue passionately. Do your research (examples below) - and write with conviction.
http://www.newwest.net/city/article/boise_trolley_faqs_our_future_as_americas_most_livable_city/C108/L108/
http://www.compassidaho.org/documents/comm/articles/streetcar.pdf
DUE DATE: WEEK 8, March 11th, by 11:59 P.M., e-mail, and post.
400 Words, TNR, 12 PF, 1" M
Headline
(no deck)
Byline
(no dateline)
Tag
* * * Must reference two (2) sources (research) * * *
Assignment: Write an editorial on the Boise Trolley (proposed downtown rail loop)- take a position for or against and argue passionately. Do your research (examples below) - and write with conviction.
http://www.newwest.net/city/article/boise_trolley_faqs_our_future_as_americas_most_livable_city/C108/L108/
http://www.compassidaho.org/documents/comm/articles/streetcar.pdf
DUE DATE: WEEK 8, March 11th, by 11:59 P.M., e-mail, and post.
Tuesday, February 22, 2011
Monday, February 14, 2011
Week 5 - Structure & Narrative (Homework #1) (Harvard)
Week 5: Homework #1 (Harvard)
1.) According to Nora Ephron, what is the difference between narrative and screenwriting (page 98)?
2.) What are the four critical questions according to Nora narrative writers must ask?
3.) According to Deneen Brown, what is "the hardest part about beginning a story"?
4.) What is narrative distance?
5.) What makes the best "quotes" according to Kelley Benham?
6.) According to Jon Franklin, what is "story structure"?
7.) List the nine (9) differences between summary narrative and dramatic narrative according to Jack Hart.
8.) List the four (4) good endings according to Bruce Desilva (page 117).
1.) According to Nora Ephron, what is the difference between narrative and screenwriting (page 98)?
2.) What are the four critical questions according to Nora narrative writers must ask?
3.) According to Deneen Brown, what is "the hardest part about beginning a story"?
4.) What is narrative distance?
5.) What makes the best "quotes" according to Kelley Benham?
6.) According to Jon Franklin, what is "story structure"?
7.) List the nine (9) differences between summary narrative and dramatic narrative according to Jack Hart.
8.) List the four (4) good endings according to Bruce Desilva (page 117).
Week 5 - Harrower (Homework #2)
Week 5: Homework #2
1.) According to Harrower, besides the inverted pyramid, what other two types of story structures can we use?
* * * Make sure to review Chapter 4 Harrower (very important)
2.) What does "on the record" and "off the record" really mean (isn't everything, "on the record").
* * * Please read Chapter 5 Harrower by next week
3.) List the eight (8) tips for covering meetings (according to Harrower).
1.) According to Harrower, besides the inverted pyramid, what other two types of story structures can we use?
* * * Make sure to review Chapter 4 Harrower (very important)
2.) What does "on the record" and "off the record" really mean (isn't everything, "on the record").
* * * Please read Chapter 5 Harrower by next week
3.) List the eight (8) tips for covering meetings (according to Harrower).
Week 5 - Story Assignment: Food Review
Week 5 - 2nd Story Assignment
FOOD REVIEW
500 Words
TNR, DS, 1" M
Headline, deck
Byline
Dateline
Lead
Bridge
Body
Tag line
* * *
Text Box w/ name and location, w/ phone number
> Be creative - this is your personal review (note smells, environment, surroundings, etc.).
> Be as descriptive as possible!
DUE DATE: END OF WEEK 6, 12:59 P.M. Friday, via e-mail, and post.
FOOD REVIEW
500 Words
TNR, DS, 1" M
Headline, deck
Byline
Dateline
Lead
Bridge
Body
Tag line
* * *
Text Box w/ name and location, w/ phone number
> Be creative - this is your personal review (note smells, environment, surroundings, etc.).
> Be as descriptive as possible!
DUE DATE: END OF WEEK 6, 12:59 P.M. Friday, via e-mail, and post.
Monday, February 7, 2011
Week 4/5 - Lab Project (Public Records Request)
During lab, we will make a public records request (what you request is your choice but not overly broad) from Boise State University.
This is a clinical project - do not actually send in the public record request to the university.
Please note the following:
Must be in the form of a letter (turn in the assignment as a word doc per my e-mail at the end of lab).
Must contain: 1.) date, 2.) address (your address and the address of the agency 3.) specific mention of the applicable Idaho codes 4.) delivery 5.) review 6.) specifics of the request (can't be overly broad) 7.) conclusion
Tip: check to see if the agency has a form for your public record request. If they do, enclose it as an attachment to your public record request letter. For the purposes of the lab, you need to write the letter even if a form exists to understand the semantics of the exercise (in the event a public agency does not have a form in your professional practice you will need to understand how to write the request letter).
* * *
This is a clinical project - do not actually send in the public record request to the university.
Please note the following:
Must be in the form of a letter (turn in the assignment as a word doc per my e-mail at the end of lab).
Must contain: 1.) date, 2.) address (your address and the address of the agency 3.) specific mention of the applicable Idaho codes 4.) delivery 5.) review 6.) specifics of the request (can't be overly broad) 7.) conclusion
Tip: check to see if the agency has a form for your public record request. If they do, enclose it as an attachment to your public record request letter. For the purposes of the lab, you need to write the letter even if a form exists to understand the semantics of the exercise (in the event a public agency does not have a form in your professional practice you will need to understand how to write the request letter).
* * *
Week 4 - Public Records Exercise
Please download the following Idaho Public Records Manuel from the Idaho Attorney General's Office, and store it in your reporter tool box (with the Idaho Judicial Repository, Ada County Assessor, et al):
http://www2.state.id.us/ag/manuals/publicrecords.pdf
Please also note the following reference for public record requests (Idaho):
http://idahoptv.org/dialogue/openidaho/recordsfaq.cfm
http://www2.state.id.us/ag/manuals/publicrecords.pdf
Please also note the following reference for public record requests (Idaho):
http://idahoptv.org/dialogue/openidaho/recordsfaq.cfm
Week 4 - SPJ, Idaho Press Club
SPJ, Idaho Press Club
Please visit the following web pages:
http://www.spj.org/
http://www.idahopressclub.org/
1.) Who are the board members of the Idaho Press Club (please post here).
2.) List seven (7) tools found in the SPJ Journalist's Tool Box (please post here).
Please visit the following web pages:
http://www.spj.org/
http://www.idahopressclub.org/
1.) Who are the board members of the Idaho Press Club (please post here).
2.) List seven (7) tools found in the SPJ Journalist's Tool Box (please post here).
Week 4 - Reading Homework (Harvard)
Read Harvard Chapter 4 by week 5.
Answer the following questions and post:
1.) Define the three (3) profiles according to Banaszynski?
(hint: page 68)
2.) List the four (4) "epic profile" approaches according to Tizon.
3.) According to Brown (page 81) what is "first person singular"?
Answer the following questions and post:
1.) Define the three (3) profiles according to Banaszynski?
(hint: page 68)
2.) List the four (4) "epic profile" approaches according to Tizon.
3.) According to Brown (page 81) what is "first person singular"?
Monday, January 31, 2011
Week 3 - 1st Story Assignment (Lab)
1st Story Assignment
The student perspective - has Boise State football gone overboard?
500 words
Don't forget:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
IP/5W/H
Tagline
Due end of week 3/11:59 PM Friday - post to blog.
Interview two students in class.
Q & A period during week 3 as you complete the story.
The student perspective - has Boise State football gone overboard?
500 words
Don't forget:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
IP/5W/H
Tagline
Due end of week 3/11:59 PM Friday - post to blog.
Interview two students in class.
Q & A period during week 3 as you complete the story.
Week 3 - Class Activity
Answer the following questions (after we have discussed in lecture):
A REPORTER'S QUESTIONS
1.) Can I go along for a ride or take a walk or be at a meeting, a trial, or a funeral?
(Hint: action moves a story)
2.) Is something going to happen?
3.) Is the place important, is the action important, or is the person important?
4.) Will there be interaction between my character and others?
5.) Do I want to tell the story around one scene or five scenes?
6.) Do the characters experience epiphany?
7.) What's the big idea?
LIST THE TEN TIPS BY MARK KRAMER BELOW(and post).
A REPORTER'S QUESTIONS
1.) Can I go along for a ride or take a walk or be at a meeting, a trial, or a funeral?
(Hint: action moves a story)
2.) Is something going to happen?
3.) Is the place important, is the action important, or is the person important?
4.) Will there be interaction between my character and others?
5.) Do I want to tell the story around one scene or five scenes?
6.) Do the characters experience epiphany?
7.) What's the big idea?
LIST THE TEN TIPS BY MARK KRAMER BELOW(and post).
Week 3 - Class Notes
REPORTER’S CHECKLIST
Accidents
1.) Identification of dead, injured
2.) Time and location
3.) Type(s) of vehicle involved
4.) Cause of accident (from official sources)
5.) Identification of others involved
6.) Where dead and injured taken
7.) Extent of injuries
8.) Condition of injured
9.) Heroism, rescues
10.) Arrest(s) or citation(s)
11.) Funeral arrangements if available
12.) Damage to vehicles
13.) Speed, origin, destination of vehicles (from official sources)
14.) Unusual weather or road conditions
15.) Accounts by eyewitnesses, investigating officers
Crime
1.) Identification of victim
2.) Crime, how committed
3.) Date, time, location of crime
4.) Violent crime: official cause of death, injury; weapon used; motivation; background of victim if relevant
5.) Property crime: value of loss; method of theft or entry
6.) Arrests, suspects, clues
7.) Unusual circumstances
8.) Quotes of victim, witnesses, police
Fires
1.) Deaths, injuries
2.) Identification of victims
3.) Location, type of structure
4.) Cause (from official source)
5.) When, where started; how spread
6.) When brought under control
7.) How victims killed, injured
8.) Property loss (extent, cost of damage, insurance)
9.) Investigation? Unusual circumstances
10.) Where dead, injured taken; extent of injuries
11.) Rescue attempts
12.) Comments of neighbors, eyewitnesses
13.) Number of fire companies, firefighters
Sources:
Fire chief, marshal, inspector
Police
Hospital
Morgue, mortuary
Welfare agencies, Red Cross
City building, fire-inspection reports
Meetings
1.) Major action(s), vote, decision, agreement
2.) Vote; number for and against (names)
3.) Reason for action, votes
4.) Purpose, time, location
5.) Discussion, debate, length of meeting
6.) Quotes from witnesses, experts, audience
7.) Audience’s makeup
8.) Agenda; departures from it
9.) Consequences of action(s)
10.) Agenda for next meeting
News Conferences
1.) Major point made in announcement
2.) Name, identification of speaker(s)
3.) Background of major point
4.) Question and answer material
5.) Consequences of announcement
Obituaries
1.) Name, age, address, occupation
2.) Time, place, cause of death
3.) Birthdate, birthplace
4.) Survivors (immediate family)
5.) Funeral and burial arrangements
6.) Accomplishments
7.) Education, memberships
8.) Military service
9.) Anecdote, recollections of friends, relatives
Sources:
Mortuary
Relatives, friends
Newspaper clippings
References (Who’s Who)
Police, coroner
Hospital
Attending physician
Speeches
1.) Speaker’s main point
2.) Name, identification of speaker
3.) Quotes to support main point
4.) Purpose, time, location of speech
5.) Audience, number, makeup, reactions
6.) Additional points
7.) Background to major point
8.) Speaker’s comments before, after speech
9.) Material from question and answer period,if any
Sports: Game coverage
1.) Score
2.) Names of teams, type of sport
3.) Where, when game took place
4.) Key play, strategy, turning point of game
5.) Outstanding player(s)
6.) Effect on standings, rankings, individual records
7.) Scoring
8.) Streaks, records involved by team, player
9.) Postgame comments
10.) Crowd size, behavior (if relevant)
11.) Injuries
12.) Duration of game
13.) Statistics
Accidents
1.) Identification of dead, injured
2.) Time and location
3.) Type(s) of vehicle involved
4.) Cause of accident (from official sources)
5.) Identification of others involved
6.) Where dead and injured taken
7.) Extent of injuries
8.) Condition of injured
9.) Heroism, rescues
10.) Arrest(s) or citation(s)
11.) Funeral arrangements if available
12.) Damage to vehicles
13.) Speed, origin, destination of vehicles (from official sources)
14.) Unusual weather or road conditions
15.) Accounts by eyewitnesses, investigating officers
Crime
1.) Identification of victim
2.) Crime, how committed
3.) Date, time, location of crime
4.) Violent crime: official cause of death, injury; weapon used; motivation; background of victim if relevant
5.) Property crime: value of loss; method of theft or entry
6.) Arrests, suspects, clues
7.) Unusual circumstances
8.) Quotes of victim, witnesses, police
Fires
1.) Deaths, injuries
2.) Identification of victims
3.) Location, type of structure
4.) Cause (from official source)
5.) When, where started; how spread
6.) When brought under control
7.) How victims killed, injured
8.) Property loss (extent, cost of damage, insurance)
9.) Investigation? Unusual circumstances
10.) Where dead, injured taken; extent of injuries
11.) Rescue attempts
12.) Comments of neighbors, eyewitnesses
13.) Number of fire companies, firefighters
Sources:
Fire chief, marshal, inspector
Police
Hospital
Morgue, mortuary
Welfare agencies, Red Cross
City building, fire-inspection reports
Meetings
1.) Major action(s), vote, decision, agreement
2.) Vote; number for and against (names)
3.) Reason for action, votes
4.) Purpose, time, location
5.) Discussion, debate, length of meeting
6.) Quotes from witnesses, experts, audience
7.) Audience’s makeup
8.) Agenda; departures from it
9.) Consequences of action(s)
10.) Agenda for next meeting
News Conferences
1.) Major point made in announcement
2.) Name, identification of speaker(s)
3.) Background of major point
4.) Question and answer material
5.) Consequences of announcement
Obituaries
1.) Name, age, address, occupation
2.) Time, place, cause of death
3.) Birthdate, birthplace
4.) Survivors (immediate family)
5.) Funeral and burial arrangements
6.) Accomplishments
7.) Education, memberships
8.) Military service
9.) Anecdote, recollections of friends, relatives
Sources:
Mortuary
Relatives, friends
Newspaper clippings
References (Who’s Who)
Police, coroner
Hospital
Attending physician
Speeches
1.) Speaker’s main point
2.) Name, identification of speaker
3.) Quotes to support main point
4.) Purpose, time, location of speech
5.) Audience, number, makeup, reactions
6.) Additional points
7.) Background to major point
8.) Speaker’s comments before, after speech
9.) Material from question and answer period,if any
Sports: Game coverage
1.) Score
2.) Names of teams, type of sport
3.) Where, when game took place
4.) Key play, strategy, turning point of game
5.) Outstanding player(s)
6.) Effect on standings, rankings, individual records
7.) Scoring
8.) Streaks, records involved by team, player
9.) Postgame comments
10.) Crowd size, behavior (if relevant)
11.) Injuries
12.) Duration of game
13.) Statistics
Monday, January 24, 2011
Week 2 - Class Notes II
MODELS OF NEWS
1.) Quantum theory
You can think of “news” as whenever one atom bumps another and starts a chain reaction that changes everything in existence. You can’t report on it because it is so vast, and by reporting alone you change things. You look for bigger things to report on. You have to have a net or a template to choose which of the infinite number of things going on we ARE going to report on. The kind of news values we used in the exercise above are the kinds of tools or templates reporters use. They aren’t always used by hobbiests producing Web sites. Journalism goes through fact checkers and editors. Consumers expect a minimum level of accuracy and believability. As long as consumers care about that—and maybe they don’t much anymore—we will need reporters or editors.
2.) Funnel
Using these tools to determine what is needed by our readers, we pick from the infinite number of things happening to decide what goes in the paper or on the 10 o’clock news. The structural limitations of the medium determine how much we can use.
a.)) After advertising, comics, columns and features, how many column inches does the Statesman have each day for international, national, regional and local news? How many reporters and wire services do they have to gather this information. Why can they fit more news in Wednesdays and Sundays than Saturdays and Mondays?
b.)) Using news values and available space to fill, we pick from the items available. At the bottom of the funnel comes the days’ news. Or think of the media as a meat grinder. You stuff in the beef or liver and at the other end comes out uniform, digestible pellets.
c.))What are examples of structural limitations?
Channel 7 is the biggest, richest local station. How many film crews do they have? Given the time it takes to do an assignment, how many stories could all the teams get on a shift?
d.)) How long is the 6 p.m. news? 30 minutes?
Subtract commercials.
How much time is left?
Subtract sports.
How much time is left?
Subtract weather.
How much time is left?
Subtract happy talk among the anchors.
How much time is left.
Subtract the non news-worthy feature, such as the oft-repeated Pumpkin Man at Halloween. How much time is left?
Subtract the international and national news you can get on cable or online e. How much time is left for local news?
How long does an average long news story and short news story run? How many do we have room for in the minutes remaining?
How many column inches does that equate to for local news?
How many column inches does the Statesman devote to local news on the days with the largest, and the smallest news holes?
How many reporters does the Statesman have covering local and state news?
3.) What are the relative advantages and disadvantages of each medium?
Magazines. In-depth, length of stories, but not timely. Portable.
Newspapers. Not timely, but better than magazines. Longer stories than other media. More background. More room for more stories and pictures. Portable.
Television. Comes out three times a day. More timely. Sound. Moving pictures. More impact. Color, but magazines and newspapers have that, too. More likely to play up something with good visual, like a fire, than a newspaper would. Becoming more portable. Cell phone news services, expecially. Is that really “television”? Cells are tied to the proximity of cell towers.
Radio. Even more timely. News on the hour. More likely to break into programming with breaking news than television. Sound. Doesn’t have the visuals of television or even newspapers. Stories are often shorter than television, except for BSU Radio features. More portable than television.
Satellite Radio. Very portable. You don’t depend on magazine or newspaper delivery services or proximity of radio or television transmitters. What’s on it, anyway?
The Web. Interactivity. Hypertext links. Interactive multi-media. More volume of info than you can imagine. Great for reference, if you are a good judge of authenticity. Tied to availability of a Web connection and the speed of that connection. Cell company Wi-Fi cards are making adequate wireless speed available in more and more cities. Wi-Fi offers flexibility. You don’t have to be in a fixed location. Especially in big cities that are making free, strong Wi-Fi available everywhere in the city limits.
4.) What ARE the values journalists use for rating news? What does each of
a.) Proximity
b.) Magnitude, etc.
c.) How does that connect to what we put into a basic news story? What are the “Five W’s”?
Who, what, when, where, why, how.
1.) Quantum theory
You can think of “news” as whenever one atom bumps another and starts a chain reaction that changes everything in existence. You can’t report on it because it is so vast, and by reporting alone you change things. You look for bigger things to report on. You have to have a net or a template to choose which of the infinite number of things going on we ARE going to report on. The kind of news values we used in the exercise above are the kinds of tools or templates reporters use. They aren’t always used by hobbiests producing Web sites. Journalism goes through fact checkers and editors. Consumers expect a minimum level of accuracy and believability. As long as consumers care about that—and maybe they don’t much anymore—we will need reporters or editors.
2.) Funnel
Using these tools to determine what is needed by our readers, we pick from the infinite number of things happening to decide what goes in the paper or on the 10 o’clock news. The structural limitations of the medium determine how much we can use.
a.)) After advertising, comics, columns and features, how many column inches does the Statesman have each day for international, national, regional and local news? How many reporters and wire services do they have to gather this information. Why can they fit more news in Wednesdays and Sundays than Saturdays and Mondays?
b.)) Using news values and available space to fill, we pick from the items available. At the bottom of the funnel comes the days’ news. Or think of the media as a meat grinder. You stuff in the beef or liver and at the other end comes out uniform, digestible pellets.
c.))What are examples of structural limitations?
Channel 7 is the biggest, richest local station. How many film crews do they have? Given the time it takes to do an assignment, how many stories could all the teams get on a shift?
d.)) How long is the 6 p.m. news? 30 minutes?
Subtract commercials.
How much time is left?
Subtract sports.
How much time is left?
Subtract weather.
How much time is left?
Subtract happy talk among the anchors.
How much time is left.
Subtract the non news-worthy feature, such as the oft-repeated Pumpkin Man at Halloween. How much time is left?
Subtract the international and national news you can get on cable or online e. How much time is left for local news?
How long does an average long news story and short news story run? How many do we have room for in the minutes remaining?
How many column inches does that equate to for local news?
How many column inches does the Statesman devote to local news on the days with the largest, and the smallest news holes?
How many reporters does the Statesman have covering local and state news?
3.) What are the relative advantages and disadvantages of each medium?
Magazines. In-depth, length of stories, but not timely. Portable.
Newspapers. Not timely, but better than magazines. Longer stories than other media. More background. More room for more stories and pictures. Portable.
Television. Comes out three times a day. More timely. Sound. Moving pictures. More impact. Color, but magazines and newspapers have that, too. More likely to play up something with good visual, like a fire, than a newspaper would. Becoming more portable. Cell phone news services, expecially. Is that really “television”? Cells are tied to the proximity of cell towers.
Radio. Even more timely. News on the hour. More likely to break into programming with breaking news than television. Sound. Doesn’t have the visuals of television or even newspapers. Stories are often shorter than television, except for BSU Radio features. More portable than television.
Satellite Radio. Very portable. You don’t depend on magazine or newspaper delivery services or proximity of radio or television transmitters. What’s on it, anyway?
The Web. Interactivity. Hypertext links. Interactive multi-media. More volume of info than you can imagine. Great for reference, if you are a good judge of authenticity. Tied to availability of a Web connection and the speed of that connection. Cell company Wi-Fi cards are making adequate wireless speed available in more and more cities. Wi-Fi offers flexibility. You don’t have to be in a fixed location. Especially in big cities that are making free, strong Wi-Fi available everywhere in the city limits.
4.) What ARE the values journalists use for rating news? What does each of
a.) Proximity
b.) Magnitude, etc.
c.) How does that connect to what we put into a basic news story? What are the “Five W’s”?
Who, what, when, where, why, how.
Week 2 - Reading Assignment
Week 2 - Homework (Reading Assignment)
Readings:
Harrower - Chapters 2 & 3
Harvard - Chapter 2
Readings:
Harrower - Chapters 2 & 3
Harvard - Chapter 2
Week 2 - Class Notes I
Class Notes (Week 2)
What is news?
Continental Air Lines crash in Denver 20 years ago.
I ask:
A plane crashes. You’re a Statesman editor deciding whether to put it in the next day’s paper, and if so, where? What questions would you ask? What would you do, given the answers?
1.)) Where did it crash?
On the Flying Y.
At the Denver international airport.
New Delhi international airport.
Which would go on the top of the front page? On the bottom of the front page? Inside? Not at all?
2.)) When did it happen?
Rush hour
3 a.m.
20 years ago
3.)) How big a plane was it?
Piper cub
737
747
4.)) How many people were killed?
None
2
175
420
5.)) Where were most of the passengers from?
Boise
Boise and the Pacific Northwest
Mostly from Asia
6.)) Who was killed
Little-known passengers
Mayor of Boise
President of the United States
7.)) What impact will this have on Boise?
If the mayor, obvious.
If the entire executive level of Trugreen Lawn care, that’s a particular impact.
For many years, Continental stopped flying out of Boise.
So this, and other questions, can illustrate the news values of proximity, timeliness, magnitude, celebrity and impact.
What other values can you think of?
What is news?
Continental Air Lines crash in Denver 20 years ago.
I ask:
A plane crashes. You’re a Statesman editor deciding whether to put it in the next day’s paper, and if so, where? What questions would you ask? What would you do, given the answers?
1.)) Where did it crash?
On the Flying Y.
At the Denver international airport.
New Delhi international airport.
Which would go on the top of the front page? On the bottom of the front page? Inside? Not at all?
2.)) When did it happen?
Rush hour
3 a.m.
20 years ago
3.)) How big a plane was it?
Piper cub
737
747
4.)) How many people were killed?
None
2
175
420
5.)) Where were most of the passengers from?
Boise
Boise and the Pacific Northwest
Mostly from Asia
6.)) Who was killed
Little-known passengers
Mayor of Boise
President of the United States
7.)) What impact will this have on Boise?
If the mayor, obvious.
If the entire executive level of Trugreen Lawn care, that’s a particular impact.
For many years, Continental stopped flying out of Boise.
So this, and other questions, can illustrate the news values of proximity, timeliness, magnitude, celebrity and impact.
What other values can you think of?
Week 2 - Lab Activity - Parts of a Story
Define the following (from lab activity - please do not complete this until after lab instruction, then post your answers).
Teaser:
Refer:
Wire Story:
Centerpiece (who has the biggest cat in Boise):
Index:
Cutline:
Headline:
Byline:
Dateline:
Deck:
Infographic:
Lead:
Quote:
Attribution:
Headline:
Photo:
Photo Credit:
Liftout Quote:
Tagline:
Jump Line:
Teaser:
Refer:
Wire Story:
Centerpiece (who has the biggest cat in Boise):
Index:
Cutline:
Headline:
Byline:
Dateline:
Deck:
Infographic:
Lead:
Quote:
Attribution:
Headline:
Photo:
Photo Credit:
Liftout Quote:
Tagline:
Jump Line:
Friday, January 14, 2011
Week 1 - Welcome to Reporting and News Writing (Comm 273)
REPORTING AND NEWS WRITING
BOISE STATE UNIVERSITY 273
BOISE, IDAHO
SPRING 2011
Instructor: White, Ph.D.
Telephone: 426-3320
Office Hours: By appointment, before and after class
Class Web Site: http://bsu273.blogspot.com
Mission Statement:
Students will learn the fundamentals of news judgment, reporting and writing and of the Associated Press style. While these skills are directly applicable for work in newspapers, they also apply to careers in broadcast and other electronic and converged media, public information and public relations.
Required Text:
Harrower, Inside Reporting, A practical guide to the craft of reporting. ISBN: 978-0-07-352614-0
Kramer, Telling True Stories, Harvard University. ISBN: 978-0-07-337891-6
*** PLEASE BRING YOUR AP STYLEBOOKS WITH YOU TO EVERY CLASS ***
Associated Press Stylebook & Briefing on Media Law. ISBN: 978-0-465-01262-6
Associated Press Guide to Punctuation. ISBN: 978-0-7382-0785-8
Prerequisites:
Successful completion of E102 (English Composition) or the equivalent. This is a news reporting class – and to that end, you will learn to absorb and organize “facts” and to present them in written form on a deadline. You must have adequate typing or word processing skills for this course.
Attendance:
Attendance is a critical part of the course – missing excessive classes will result in an “F” grade. You are responsible for your own attendance. Many assignments will be “in-class” and cannot be made up. I realize emergencies do arise – and I will work with you should you have to miss class. I carefully watch the attendance records – and if it becomes an issue please know your grade will be reduced significantly and in some cases you may fail the course. Make-up work must be completed within one week.
Cell phones:
Turn off all cell phones and pagers while in class. NO TEXT MESSAGING in class. Your grade can be compromised if you text message or use your cell phone while in class.
WWW Links:
Frontline
http://www.pbs.org/wgbh/pages/frontline/
Nieman Foundation
http://www.nieman.harvard.edu/NiemanFoundation.aspx
Pulitzer
http://www.pulitzer.org/
Society of Professional Journalists
http://www.spj.org/
Idaho Press Club
http://www.idahopressclub.org/
Tool Box:
Idaho Judicial Repository
https://www.idcourts.us/repository/start.do
Idaho Secretary of State
http://www.sos.idaho.gov/
Ada County Assessor
http://www.adacountyassessor.org/propsys/
* * * Other public databases, USDA, et al.* * *
Field Trip:
We will take at least one field trip over the course of the semester.
New Media: * * * TBD * * *
On-line publications, starting your own “virtual” journalism.
REQUIREMENTS FOR THE COURSE
Essay Assignments:
Each week you are expected to read the Idaho Statesman and The Arbiter by Tuesday’s class. Every Friday you will turn in an essay (250 words) outlining the highlights of the week’s international, national, state, and local news.
10%
Quizzes:
There will be “open-book” quizzes over the AP style guide.
10%
Attendance:
20%
Assignments:
Assignments must be turned in on deadline. Assignments will not be accepted after deadline. Late assignments have missed the press run – they are old and useless. The following is a partial list of assignments we will complete:
Feature
Profile
Movie
Food
Music
Investigative
Breaking
Political
Editorial
Quality:
Be very careful to not misspell a name or proper noun – give yourself time before deadline to proofread and pencil in corrections on your work.
The “coaching” approach is used in the class – and to that end I am here to help you be successful in this course. If you have any questions, need any help – please seek out my help – and during lab I am more than happy to work with you and answer any questions that you may have.
Stories will fall into the following grading categories:
Category A – practice, non-graded
Category B – Pass/Fall
Category C – Letter grade
* * * If rewrites are allowed, they are due the next class date * * *
40%
Final/Portfolio:
In lieu of a final exam – there will be a significant investigative story. It will be akin to breaking a major “above the fold” story. More details on the length and specifics will be provided as we approach the end of the term.
20%
TOTAL 100%
CLASS SCHEDULE
* * * subject to revision * * *
Week 1 Introduction to the course
Review AP
Harrower Assignment 1-3
The story of journalism
What is “professional journalism” vs. amateur journalism, et al.
How newsrooms work, what is news, et al.
Your job as a fact finder
Week 2 Inverted pyramid
Five W’s
News basics
Week 3 Public Records
Prep for AP quiz
Week 4 Note taking, fact finding
On-line resources
Investigative reporting/basic news story
The courthouse – what you need to know
AP Test
Week 5 Lab exercise – basic news story
Harrower Chapter 4
Lecture
Week 6 Harrower Chapter 5
Fact finding
Note taking
Interviewing
Week 7 Harrower Chapter 6
Note taking
Interviewing (part II)
Hand writing versus electronic
Week 8 Covering speeches and public meetings
Politicians
Harrower Chapter 7
Fire, accident, and disaster stories
Week 9 Harrower Chapter 8
Writing opinion
Breaking news
Week 10 Harrower Chapter 9
Law and ethics
Week 11 Editing
Copy Editing
“Editor-in-Chief”
Advertising versus editorial – “the war stories”
Revenue analysis
Week 12 AP
Harrower 10
Broadcast media writing
The feature story
Week 13 Above the fold news
Writing for public relations
The press release
“Puff” – what is it – and where did it come from?
Week 14 Tool Box
TV/RADIO
Week 15 Sports writing
Where is media evolving?
Electronic versus print
Evals
How much journalists make
Week 16 Media futures, et al
Closure of the course
FINALS Please do not make travel arrangements over the final class date – it is very important that you are able to make the final class date.
BOISE STATE UNIVERSITY INTEGRITY POLICY
Academic dishonesty is a serious offense. Please make it a point to review the Boise State University Student Handbook regulations on academic dishonesty. Do your best to practice integrity in your pursuit of knowledge in this class. If you are unsure about some procedure and think it may constitute academic dishonesty please see me before submitting the work.
If you have specific physical, psychiatric, or learning disabilities and require accommodations, please contact the Disability Services Office as early as possible so that your learning needs may be appropriately met.
BOISE STATE UNIVERSITY 273
BOISE, IDAHO
SPRING 2011
Instructor: White, Ph.D.
Telephone: 426-3320
Office Hours: By appointment, before and after class
Class Web Site: http://bsu273.blogspot.com
Mission Statement:
Students will learn the fundamentals of news judgment, reporting and writing and of the Associated Press style. While these skills are directly applicable for work in newspapers, they also apply to careers in broadcast and other electronic and converged media, public information and public relations.
Required Text:
Harrower, Inside Reporting, A practical guide to the craft of reporting. ISBN: 978-0-07-352614-0
Kramer, Telling True Stories, Harvard University. ISBN: 978-0-07-337891-6
*** PLEASE BRING YOUR AP STYLEBOOKS WITH YOU TO EVERY CLASS ***
Associated Press Stylebook & Briefing on Media Law. ISBN: 978-0-465-01262-6
Associated Press Guide to Punctuation. ISBN: 978-0-7382-0785-8
Prerequisites:
Successful completion of E102 (English Composition) or the equivalent. This is a news reporting class – and to that end, you will learn to absorb and organize “facts” and to present them in written form on a deadline. You must have adequate typing or word processing skills for this course.
Attendance:
Attendance is a critical part of the course – missing excessive classes will result in an “F” grade. You are responsible for your own attendance. Many assignments will be “in-class” and cannot be made up. I realize emergencies do arise – and I will work with you should you have to miss class. I carefully watch the attendance records – and if it becomes an issue please know your grade will be reduced significantly and in some cases you may fail the course. Make-up work must be completed within one week.
Cell phones:
Turn off all cell phones and pagers while in class. NO TEXT MESSAGING in class. Your grade can be compromised if you text message or use your cell phone while in class.
WWW Links:
Frontline
http://www.pbs.org/wgbh/pages/frontline/
Nieman Foundation
http://www.nieman.harvard.edu/NiemanFoundation.aspx
Pulitzer
http://www.pulitzer.org/
Society of Professional Journalists
http://www.spj.org/
Idaho Press Club
http://www.idahopressclub.org/
Tool Box:
Idaho Judicial Repository
https://www.idcourts.us/repository/start.do
Idaho Secretary of State
http://www.sos.idaho.gov/
Ada County Assessor
http://www.adacountyassessor.org/propsys/
* * * Other public databases, USDA, et al.* * *
Field Trip:
We will take at least one field trip over the course of the semester.
New Media: * * * TBD * * *
On-line publications, starting your own “virtual” journalism.
REQUIREMENTS FOR THE COURSE
Essay Assignments:
Each week you are expected to read the Idaho Statesman and The Arbiter by Tuesday’s class. Every Friday you will turn in an essay (250 words) outlining the highlights of the week’s international, national, state, and local news.
10%
Quizzes:
There will be “open-book” quizzes over the AP style guide.
10%
Attendance:
20%
Assignments:
Assignments must be turned in on deadline. Assignments will not be accepted after deadline. Late assignments have missed the press run – they are old and useless. The following is a partial list of assignments we will complete:
Feature
Profile
Movie
Food
Music
Investigative
Breaking
Political
Editorial
Quality:
Be very careful to not misspell a name or proper noun – give yourself time before deadline to proofread and pencil in corrections on your work.
The “coaching” approach is used in the class – and to that end I am here to help you be successful in this course. If you have any questions, need any help – please seek out my help – and during lab I am more than happy to work with you and answer any questions that you may have.
Stories will fall into the following grading categories:
Category A – practice, non-graded
Category B – Pass/Fall
Category C – Letter grade
* * * If rewrites are allowed, they are due the next class date * * *
40%
Final/Portfolio:
In lieu of a final exam – there will be a significant investigative story. It will be akin to breaking a major “above the fold” story. More details on the length and specifics will be provided as we approach the end of the term.
20%
TOTAL 100%
CLASS SCHEDULE
* * * subject to revision * * *
Week 1 Introduction to the course
Review AP
Harrower Assignment 1-3
The story of journalism
What is “professional journalism” vs. amateur journalism, et al.
How newsrooms work, what is news, et al.
Your job as a fact finder
Week 2 Inverted pyramid
Five W’s
News basics
Week 3 Public Records
Prep for AP quiz
Week 4 Note taking, fact finding
On-line resources
Investigative reporting/basic news story
The courthouse – what you need to know
AP Test
Week 5 Lab exercise – basic news story
Harrower Chapter 4
Lecture
Week 6 Harrower Chapter 5
Fact finding
Note taking
Interviewing
Week 7 Harrower Chapter 6
Note taking
Interviewing (part II)
Hand writing versus electronic
Week 8 Covering speeches and public meetings
Politicians
Harrower Chapter 7
Fire, accident, and disaster stories
Week 9 Harrower Chapter 8
Writing opinion
Breaking news
Week 10 Harrower Chapter 9
Law and ethics
Week 11 Editing
Copy Editing
“Editor-in-Chief”
Advertising versus editorial – “the war stories”
Revenue analysis
Week 12 AP
Harrower 10
Broadcast media writing
The feature story
Week 13 Above the fold news
Writing for public relations
The press release
“Puff” – what is it – and where did it come from?
Week 14 Tool Box
TV/RADIO
Week 15 Sports writing
Where is media evolving?
Electronic versus print
Evals
How much journalists make
Week 16 Media futures, et al
Closure of the course
FINALS Please do not make travel arrangements over the final class date – it is very important that you are able to make the final class date.
BOISE STATE UNIVERSITY INTEGRITY POLICY
Academic dishonesty is a serious offense. Please make it a point to review the Boise State University Student Handbook regulations on academic dishonesty. Do your best to practice integrity in your pursuit of knowledge in this class. If you are unsure about some procedure and think it may constitute academic dishonesty please see me before submitting the work.
If you have specific physical, psychiatric, or learning disabilities and require accommodations, please contact the Disability Services Office as early as possible so that your learning needs may be appropriately met.
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