cfwm study guide feb sp2 2011

SCHOOLO

SCHOOL OF COMMUNICATIONSSCHOOL OF COMMUNICATION

OSCHOOL OFL

UNIVERSITY OF SOUTH AUSTRALIA

COMM 3007 Creative and Feature Writing for the Media

COURSE TEACHING MATERIAL

STUDY PERIOD 2, 2011

Table of Contents

Introduction

Course overview

Learning resources

Assessment

This Course Information needs to be read in conjunction with Extra Course Information available at:

http://www.unisanet.unisa.edu.au/extracourseinformation/. It can also be accessed from the course

homepage.

Introduction

Welcome

Creative & Feature Writing for the Media draws upon the discipline of writing for publication (as taught

within the Reporting for the Media course) and links that skill with a strand of literary creativity. Students

are encouraged to write with accuracy and reliability, and to enhance those virtues through sustained

creative endeavour. In so doing, they should remember that consumers of the popular press often need

to be entertained – as well as informed. The focus of Creative & Feature Writing for the Media,

therefore, is directed at an art which demands a touch of flair, as well as order and logic.

Dr Nigel Starck

University of South Australia Course Coordinator

Catherine Lee Cheng Kiat

Taylor’s University Course Coordinator

Contact details:-

[email protected]

Tel: 603- 5629 5000

DL: 603-5629 5274

mailto:[email protected]

http://www.unisanet.unisa.edu.au/extracourseinformation/

Course Overview

Course statement

In Creative & Feature Writing for the Media, students use their evolving appreciation of mainstream media technique to critically analyse published material and to develop their own writing ability.

Learning objectives

Aims:

To enable students to

develop an understanding of the techniques required for publication of feature material in the print media;

achieve familiarity with the discipline of preparing and writing original communication initiatives for discerning audiences;

appreciate the creative processes inherent in the preparation and delivery of such material.

On completion of this course, students should demonstrate an awareness of:

key techniques in creative writing

the demands of the print media in the realm of feature material

issues of textual balance, readability, and effective communication at an advanced level

critical standards in the analysis of mainstream media communication

considerations of audience and purpose in choosing a creative communication process

transitional elements within the publication structure

ethical considerations in publication

professional publication expectations.

Prerequisite

COMM 2011 Reporting for the Media

Unit value of course

4.5 units

Graduate Qualities Profile

The following table shows the proportion of UniSA Graduate Qualities applied to assessment in this course.

No. Graduate quality Unit weighting

1 Body of knowledge 0.5

2 Lifelong learning 1.0

3 Effective problem solving 0.5

4 Work autonomously and collaboratively 0.4

5 Ethical action and social responsibility 0.6

6 Communicates effectively 1.0

7 International perspectives 0.5

Total 4.5

In Creative & Feature Writing for the Media as an entity in scholarship, Graduate Qualities are demonstrated as follows:

Operates with and upon a body of knowledge

The course develops student knowledge of mainstream media techniques and publication principles.

Preparation of lifelong learning toward personal development and professional practice

Through assignment tasks, the course develops personal skills in using interview techniques and expository writing in clear, concise language with high standards of accuracy and presentation.

Effective problem solver applying logical, critical and creative thinking

Assignment tasks require students to apply logical, critical and creative thinking in identifying the communication needs of a target audience.

Can work both autonomously and collaboratively

Students are encouraged to develop, and apply, a process of constructive and collaborative critiques in reviewing their own work and that of their peers.

Committed to ethical action and social responsibility

Open discussion of ethical questions in print publication comprises an integral element of the course.

Communicates effectively

This course aims to develop effective written communication practices for discerning audiences.

Demonstrates international perspectives

Students become aware of the processes by which different publications are produced for national and international consumption.

Learning Resources

Texts

News Writing and Reporting for Today’s Media (Itule & Anderson) pub. McGraw-Hill (International Edition) is used in this course and in Reporting for the Media,

References (books):

English Essentials (Fox & Wilkinson) 2nd ed., Macmillan 2009

Writing for Journalists (Hicks et al.) 2nd ed., Routledge 2008

Periodicals:

Students are encouraged to read current periodicals from the mainstream print media. This element of the course will be nurtured by in-class discussion.

Semester Schedule

Week BeginningMonday…

Tutorial topic Assessment

1 28 Feb Discussion on news media style

Introduction to Opinion Pieces

Task: bring Opinion Piece (from newspaper) to next tutorial

2 7 Mar Analysis of student-selected Opinion Pieces. Assignment 1 set:

Opinion Piece

3 14 Mar Journalism style (creative writing)Interviewing techniques

4 21 Mar Introduction to the ProfileProfiles: analysis of examples

5 28 Mar Introduction to the ObituaryObituaries: analysis of examples

6 4 Apr Assignment 1 reflectionStyle/technique revision

Opinion Piece due – Fri 8 Apr 2011

7 11 Apr Publishing style & practiceAssignment 2 set: Profile or Obituary (option)

Mid semester break Mon 18 Apr – Sun 1 May8 2 May Assignment counselling

9 9 May Introduction to the Colour StoryObservation techniques

Task: observation exercise

10 16 May Media research techniques (internet & library) Obituary / Profile due – Mon 16 May 2011

11 23 May Assignment 2: reflectionColour Stories: analysis of examples

Assignment 3 set:Colour Story

12 30 May Assignment counselling(group sessions)

13 6 JuneAssignment counselling(group sessions)

14 13 June Revision/exit counselling Colour Story due – Mon 13 Jun

Assessment

Form of assessment Weighting Due date

Opinion Piece 25% 8 Apr 2011

Profile or Obituary (option) 30% 16 May 2011

Colour Story 40% 13 Jun 2011

Attendance/participation 5%

Total 100%

All assignments must be handed up using AssignIT – the instructions are here: http://www.unisanet.unisa.edu.au/AssignIT_Students/index.asp

Students must use cover sheets – examples in the back of the course outline.

Assessment details

Note 1: In the assessment of all assignments, emphasis is placed on literate English expression, conventional spelling and grammatical construction, and adherence to mainstream newspaper/magazine style. Supplementary assessment, re-marking and re-submission may be made available (on a case-by-case basis) in accordance with UniSA regulations. However, please note that re-marking or re-submission will not be available in those instances where the original assignment demonstrates significant inadequacies in spelling, punctuation, and proofreading.

Note 2: Late assignments that do not have approved extensions (or written evidence of the student’s inability to lodge the assignment because of normally acceptable medical or personal reasons) will incur the following penalty: subtraction of 10% of available score attached to assessed grade for every day late (up to a maximum of five nominated Study Period days; after five days, assignments cannot be accepted). In imposing such regulations, the course is reflecting (as much as is possible) mainstream media practice; observation of deadlines is a prominent imperative in that area of publishing.

Note 3: Occasionally, university assignments do go missing during submission and return. It is expected, therefore, that students will make copies of all assignments and be able to provide these if required.

Assignment 1— Opinion Piece

Details: Write a 750-word opinion piece, suitable in style for mainstream media publication, on any theme or topic of your choice. It can take the form of an observation on an incident or trend or perhaps a personal recollection (there are some examples in the Readings). Be bold, imaginative, eminently readable, and (where appropriate) entertaining, yet follow the rules of conventional media presentation as outlined in tutorials.

Objectives/assessed graduate qualities: 1, 4, 5, 6, 7

Formatting/layout: Cover sheet with name, student number, course name, statement of originality, word count, and assignment number. On the next page, at the head of the article itself, supply a title and brief outline of the subject or aim. In presenting the text itself, apply these characteristics: 12pt Times New Roman, left alignment, 1.5 line spacing, double line feed between paragraphs, media style for quotation marks and related punctuation (see Readings for examples). Please do not indulge in the use of plastic folders, work books, appendices, or mind maps: such impedimenta serve only to obscure sound practice.

Marking criteria/standards: It is expected that the Opinion Piece will demonstrate a consistent and coherent line of argument, supported (where appropriate) by fact, anecdote, and assertion. Quotes may also be used (though sparingly) to enliven the narrative. Grading will be based on: persuasiveness of voice, clarity of theme, precision in delivery.

Deadline: 8 Apr 2011 (Friday)

Assignment 2— Profile OR Obituary (Option)

Details: Write EITHER a profile OR an obituary of approximately 1000 words; ideas will be discussed in class and through individual student counseling.

A. Profile Option. Write an original profile which:

Informs (and, where appropriate, entertains) in the manner demonstrated by the examples offered in the Readings.

Conforms with professional expectations in terms of expression and syntax.

Offers the required blend of facts, quotes, and anecdotes, and delivers all its components in approved journalism style (as outlined in lectures).

Provides the reader with a vivid ‘word picture’ of the central character – through observation, description, and character sketch.

OR .............

B. Obituary Option. Write an original obituary which:

Informs (and, where appropriate, entertains) in the manner demonstrated by the examples offered in the Readings.

Conforms with professional expectations in expression and syntax.

Offers the required blend of facts, quotes, and anecdotes, and delivers all its components in approved journalism style (as outlined in lectures).

Note: The profile or obituary (whichever is selected) must be produced through original research, interview, and observation. Please do not construct an assignment relying on the reproduction or extensive quoting of internet and other published sources. Further, avoid the temptation to write a profile or an obituary on a prominent identity/celebrity.

Objectives/assessed graduate qualities: 2, 3, 6

Formatting/layout: See Assignment 1 information.

Marking criteria/standards: It is expected that the Profile or Obituary will demonstrate adherence to the qualities listed above in dot-point form. Grading will be based on: quality of narrative, depiction of character, precision in delivery.

Deadline: 16 May 2011 (Monday)

Assignment 3— Colour/Feature Story

Details: Write a colour/feature story of 1000 – 1200 words, suitable in style for mainstream media publication. Ideas for this will be discussed in class and in individual student counselling. Again (as occurs throughout this course), observe a conventional publication style. Remember also to consult the notes and examples of colour/feature stories contained in the Readings. In particular, you should attempt to compose an assignment which:

Informs (and, where appropriate, entertains) in the manner demonstrated by those examples.

Conforms with professional expectations in terms of expression and syntax.

Offers the required blend of facts, quotes, observations, and anecdotes.

Objectives/assessed graduate qualities: 1, 2, 3, 6

Formatting/layout: See Assignment 1 information.

Deadline: 13 Jun 2011 (Monday)

Marking criteria/standards: It is expected that the Colour/Feature Story will demonstrate a vivid and compelling narrative, supported (where appropriate) by fact, anecdote, and assertion. Quotes may also be used to enliven the delivery. Grading will be based on: power of description, strength of observation, quality of construction.

Important information about all assessment

All students must adhere to the University of South Australia’s policies about assessment. Key information can be found in the Assessment section of Extra Course Information at: http://www.unisanet.unisa.edu.au/extracourseinformation/ Owing to the learning objectives and teaching approach of this course, the Division has approved assessment requirements that vary in some respects from the protocols set out in the Assessment Code of Good Practice.

Students with disabilities

Students with disabilities may be entitled to a variation or modification to standard assessment arrangements. Policy for students with disabilities is available at:

http://www.unisa.edu.au/policies/policies/corporate/C07.asp

Variations to assessment tasks

Students may request a variance to assessment methods, tasks and timelines based on medical, compassionate or religious observance grounds, or community services. Such variations must be requested before or during the second teaching week or within five working days of the distribution of this Course Information. Variations requested after this date will need to be negotiated with the Course Coordinator; in such circumstances, their accommodation is not guaranteed.

Academic integrity

The university is committed to academic integrity and has policies and procedures in place to ensure academic integrity and manage academic misconduct. Academic misconduct includes:

Plagiarism (refer to 9.2.2 of the Assessment Policies and Procedures Manual).

Inclusion of material in individual work that has involved significant assistance from another person, where such assistance is not expressly permitted in this booklet.

Falsification or misrepresentation of academic records.

Other actions that contravene the principles of academic integrity.

Students' work may be checked for plagiarism using a variety of means, including text comparison software. Assignments checked electronically will be held in a database for future matching processes. More information about academic integrity can be found in the Assessment Policies and Procedures Manual at: http://www.unisa.edu.au/policies/manual/, or on the Learning Connection website at: http://www.unisanet.unisa.edu.au/learningconnection/student/studying/integrity.asp

http://www.unisanet.unisa.edu.au/learningconnection/student/studying/integrity.asp

http://www.unisa.edu.au/policies/manual/

http://www.unisa.edu.au/policies/policies/corporate/C07.asp

http://www.unisa.edu.au/policies/manual/2006/default.asp#1.2

http://www.unisanet.unisa.edu.au/extracourseinformation/

Readings

Please find below the URLs for the completed eReadings for COMM 3007: Creative and Feature writing for the media

Please note that these direct links may ONLY be used on a secure site restricted to UniSA staff and students. If you need assistance putting these URLs on your course page please contact your Online Advisor at Learning Connection.

READINGS 1.1 – 1.7: OPINION PIECES

Reading 1.1 Pro-animal activists at times overdo it

http://catalogue.library.unisa.edu.au/cgi-bin/scandoc.cgi?app=11&folder=11256&doc=1

Reading 1.2 So much for our place in the sun


Reading 1.3 Faltering faith


Reading 1.4 I confess I smoked on the beach - be lenient, judge


Reading 1.5 Shameful theft of childhood joy


Reading 1.6 Easter holiday a chocoholics delight


Reading 1.7 The day the music died









READINGS 2.1 – 2.5: PROFILES

Reading 2.1 Unseen silent witness


Reading 2.2 Barber of Beijing: house calls and ageless style


Reading 2.3 Snake king of Singapore


Reading 2.4 Profession of faith


Reading 2.5 Seeing blind


READINGS 2.6 – 2.11: OBITUARIES

Reading 2.6 Obituary writing


Reading 2.7 Courage under fire


Reading 2.8 Phyllis (Barson) Baumgarten


Reading 2.10 Reporter with the piranha smile


Reading 2.11 Notorious child murderer whose protestations of repentance failed to assuage public revulsion : Myra Hindley


READINGS 3.1 – 3.4

Reading 3.1 Troops caught in cycle of homecomings and goings













Reading 3.2 Pilgrims' tale : Kylie meets Chaucer


Reading 3.3 That sinking feeling


Reading 3.4 Blazing a Trail


READING 3.5: JOURNALISM STYLE

Reading 3.5 Elementary rules of usage






Notes for Students

1. Opinion Pieces

Though the thrust of this course is creative, your path towards inspiration in thought and creativity in expression does demand the observation of some mechanical issues. Prominent amongst these are:

Conventional spelling, punctuation and grammar.

Clear expression.

Adherence to approved media publication style.

Computer spellchecks, dictionaries, and English usage directories will provide authoritative advice. Seven examples of opinion pieces are offered in the digitised readings. In each instance, the writer has taken a strong, sustained stance; yet there are instances too of humour and provocativeness. These writers have not assailed their readers with an outpouring of passion or polemic; rather, they have tried gently to persuade and, at times, to entertain.

2. Profiles and Obituaries

2.1 Profiles

Before the first Creative Writing for the Media class, consult the profiles contained in the relevant section of the digitised readings – and take particular note of the:

Blend of facts, quotes and anecdotes.

Attention to detail, based on persistent interviewing.

Adherence to the essentials of good reporting (addressed also in the Reporting for the Media course) – through answering the key questions Who, What, Where, When, Why, How.

Consistency in style – especially in the presentation of quoted speech (with double quotation marks), the agreement of subject and verb, and the choice of tense (writers should aim, where appropriate, to shift seamlessly between past tense and present tense through the use of transition).

The writers’ ability to present their subjects as compelling characters.

Contrast in subject choice, with presentation in short paragraphs.

These profiles will be discussed and analysed during classes; it’s essential that students read them beforehand.

2.2 Obituaries

“The best obituaries .... capture life; they are not about death. Above all, they are highly readable.” – David Bowman, “The Weekly Telegraph” (November 1996)

Obituary writing is in many ways markedly similar to profile writing. So, the checklist of essential data is much the same. It contains another important element, however – an appraisal of a life lived. That quality can be found in:

Acknowledgment of achievement – see the Belinda Woods and Phyllis Baumgarten obituaries within the digitised readings. (The Baumgarten account also offers evidence of triumph over adversity, a quality that is often detected in practice of the obituary art.)

Candid comment on perceived imperfections – see the Linda McCartney obituary (digitised readings).

Accuracy in reporting: bereaved relatives and friends do not need their loss exacerbated by erroneous content. The cause of social history requires observation in this regard too.

At the same time, it is important that this aspect of journalism should avoid:

A temptation, on the part of the writer, to wallow in excessive sentiment – see the Luke Harrop obituary, as an indication of this miscalculation. Obituaries should be written in an objective, dispassionate style; they are not the same as funeral service eulogies.

Expressions of a religious kind; instead, write for all readers – believers and non-believers. In composing an obituary, do not confuse its purpose with that of the death notice.

This is one of the oldest of the journalism arts, yet it is also highly fashionable. Since 1993, eight Australian daily newspapers have established an obituaries page; in the UK, The Daily Telegraph has published 13 anthologies from its own robust and extensive collection.

3. Colour/Feature Stories

Colour/Features Stories are:

Significantly longer than the standard media report.

Topical, yet to some degree timeless.

Informative and (when appropriate) entertaining.

Heavily reliant on facts, quotes and anecdotes.

It is often the case that students attempting to write colour/feature stories are presented with some initial challenges – particularly in:

Identifying key structural elements (facts, quotes and anecdotes) and understanding the order in which they are presented.

Appreciating the interviewing and reporting techniques involved.

Describing the storyline.

For those reasons, special attention will be paid during classes to:

Designing storyboards, so that students can visualise the structure of feature topics.

Defining transitions, to create smooth shifts in scene and mood.

Creative & Feature Writing for the Media is not a subject which lends itself to essays. It demands original thought and original reporting, allied to the discipline of professional writing. So, read the selected colour/feature stories (see digitised readings) – and be prepared to analyse them.

The Text Book: ‘News Writing & Reporting For Today’s Media’ (Itule & Anderson)

These chapters within the text book have particular relevance to this course:

Summary Leads for Features (within Chapter 4); Features (Chapter 9) [this chapter also includes extensive advice on writing profiles; Interviewing (Chapter 10) and Obituaries (Chapter 13).

cfwm study guide feb sp2 2011

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