JOUR 3101 SYLLABUSNews Writing & Reporting – Fall 2014

COURSE INFORMATION

Jour 3101 – News Reporting & WritingMurphy Hall 10 SouthMonday & Wednesday, 10:10 A.M. - 12:05 P.M.Sept. 2 – Dec. 10, 2014Course Moodle link: https://ay14.moodle.umn.edu/course/view.php?id=4026

Instructor: Chelsea Reynolds, M.A.Instructor of Record, Ph.D. StudentSchool of Journalism and Mass Communication

Office: 400 Murphy HallE-mail: reyno492@umn.edu (preferred contact method)Phone: (515) 240-5157Office Hours: Thursday, 10:00 a.m. – 12:00 p.m.

and by appointment

COURSE DESCRIPTION

The goal of JOUR 3101 is to teach you the skills and standards you need to write and report news accurately, quickly, fairly and with a clear, informative style that reflects today’s news demands – both in print and digital newsrooms.

Foremost, you will develop your news writing abilities. You will learn news judgment and news style, hasten your writing speed, practice interviewing and data gathering strategies and finesse storytelling techniques for print and digital platforms. Secondarily, you will be expected to analyze the ethical complexities of our field. That includes thinking about the ways sources, data, audiences, voice and deadline impact news coverage.

For many of you, JOUR 3101 will be your first glimpse into the world of a working journalist. Thus, your main duty will be to produce newsworthy writing against hard deadlines; we will use a substantial amount of class time for writing and reporting labs. I expect you to demonstrate working knowledge of the English language, including grammar, spelling and punctuation. Of course, you will also need to master AP Style – which you will be learning through a course module called Newsroom101.

You will also be asked to think about the varying ways news is presented in today’s print and digital media. In order to do this, you must read news content. You are required for the length of this class to subscribe to the New York Times Sunday paper and digital

edition, which we will discuss during Monday classes. You are also required to keep up with mainstream and alternative news sites. More on that later.

COURSE OUTCOMES

Students who pass this course must demonstrate the ability to write clearly, report accurately, adhere to AP style, meet deadlines and judge what is newsworthy.

By the end of this course, you will be able to: Demonstrate and apply knowledge of proper English usage, grammar and AP

style through writing that is clear and effective. Understand core news values and evaluate how those work in news stories. Understand multiple technologies and platforms for journalistic storytelling and

explore ways to move stories across those. Demonstrate and apply knowledge of common forms of news writing story forms,

including coverage of breaking news, speeches and meetings, surveys or polls, obituaries and news features.

Demonstrate an understanding of the basic ethical and legal standards in news reporting.

Evaluate multiple and diverse sources for credibility, factual correctness and news value.

Synthesize a news story from multiple and diverse sources with the discipline of verification and fairness.

Prerequisites: Admission to the School of Journalism and Mass Communication. Completion of – or concurrent enrollment in – JOUR 3004.

INSTRUCTOR BIO

Chelsea Reynolds is a doctoral student in the School of Journalism and Mass Communication. Her research focuses on the intersections between media (mass and social), health communication, and critical theory. She holds a master's degree in journalism from the University of Missouri and a bachelor's degree in magazine journalism from Iowa State University. Reynolds currently works as an editor for the Association of Health Care Journalists and as a freelance writer. She was previously an instructor of news writing at the Missouri School of Journalism and has written for Men's Health, Better Homes and Gardens and Midwest Living, among other magazines.

CONTACTING THE INSTRUCTOR

The best way to contact me is through e-mail at reyno492@umn.edu. I make every attempt to respond promptly from 9 a.m. - 5 p.m., Monday - Friday. If you e-mail late at

night or over the weekend, expect a response during regular work hours.

I am also happy to talk in person and believe face-to-face interactions facilitate good instructor-student relationships. Please stop by my office (400 Murphy Hall) during my public office hours (Thursday, 10 a.m. - 12 p.m.) or make an appointment to chat.

REQUIRED TEXTS

You are required to purchase two books – one journalism skills text as well as the Associated Press Stylebook – in 3101. You will need to subscribe to the New York Times Sunday paper and digital edition. You will also need access to Newsroom 101, an online grammar and style tool.

BOOKS: Norm Goldstein, editor, The Associated Press Stylebook and Briefing on Media

Law, The Associated Press. Tim Harrower, Inside Reporting: A Practical Guide to the Craft of Journalism, 3 rd

edition, McGraw Hill.

ADDITIONAL MEDIA: The New York Times Sunday paper and digital edition. Available at

www. nytimes .com/ Subscription for $4.30 per week. Three months of Newsroom 101 Language Skills Moodle tool (see separate

sheet). Readings as assigned through Moodle.

COURSE PROCEDURES

We will spend four hours together each week this fall. In order to ensure productive use of class time while maintaining our attention spans and sanity, we will usually spend our time something like this:

MondayOpening remarks, Q&A, housekeeping 10:10 – 10:20Lecture or video 10:20 – 11:15Discussion of NYT and other news content 11:15 – 12:05

WednesdayOpening remarks, Q&A, housekeeping 10:10 – 10:20Mock pitch meeting 10:20 – 11:00Lab or group work 11:00 – 12:05

TECHNOLOGY POLICY

Because the news today depends as much or more on digital distribution as on traditional print platforms, I absolutely encourage you to use your computers, tablets and smart phones to engage with news content. I will often build online browsing into our class activities, so be prepared by having an Internet-connected device on hand for every class.

That said, this open policy is a privilege and does not mean you can text, message, surf or e-mail freely during class time. The rule is to be respectful of the instructor and respectful of your fellow students. If there are problems with technology use in our classroom, I will re-evaluate this policy as needed. So, don’t test your luck.

EMAIL PROTOCOL

Email accounts have been established as the University’s official means of communication with students; you are expected to check your umn.edu email account regularly. When contacting students via email, faculty members are obligated to communicate solely through students’ umn.edu account rather than through other email services.

MOODLE

You must be able to access the class Moodle in order to participate in this class. We will run through this during lecture time and the URL is https://ay14.moodle.umn.edu/course/view.php?id=4026

Grades, course materials, and online discussion forums will be available through Moodle. If you having trouble, you might find this tutorial helpful: http://umconnect.umn.edu/wv4stuorient/. You might also contact the Digital Media Center at 625-5055. You will be able to find the following on this class’ Moodle:

1) Course announcements 2) Updated versions of the syllabus3) TBD readings and links4) Links and listings for all of the video/audio shown in class5) Presentations (PowerPoints, Prezis) that are shown in class6) Detailed description of course assignments + grading rubrics7) Your grades

ASSIGNMENTSThe following assignments and their grading expectations are explained in further detail in assignment sheets posted to Moodle. Check there if you have questions before the assignment is due.

1) Moodle Posts: Analysis of News Coverage2) Wednesday News Writing Labs3) Blogging the News Posts4) Analysis of Long-Form Journalism5) Final News Feature Story

MOODLE POSTS: ANALYSIS OF NEWS COVERAGE – 10 points each

Before class time each Monday, you will be required to post a brief comparative analysis of a news event you saw covered that week in the mainstream and/or alternative press. You will compare coverage of a news event in the New York Times Sunday edition vs. digital coverage of the same story, or you will compare coverage of a news event in mainstream outlets against the same story in alternative presses (print or digital). The schedule for post topics is on our course calendar.

These analyses will be the foundation of our group discussions on Monday; analyses should be thoughtful but concise (<500 words). To receive full points (worth 10 each), you should include quotes or screen caps from the coverage and include your own thoughts on why similarities or difference between types of media might occur.

NEWS WRITING LABS – 20 points for first five labs, 40 points for second five

Most Wednesdays, we will spend substantial class time working on mock news writing assignments, which will comprise much of your news training in this course. These assignments will involve breaking news, speeches, obituaries, profiles, etc. of stories I will assign as your editor. You will write heds and deks, a short story in proper news style (for print), an even shorter synthesis (for digital) and a 140-character blurb for Twitter or Facebook. You will also need to outline your audience and provide your sources as well as their contact info when applicable.

Each lab will be worth 20 points during the first part of the semester and 40 points during the second. Here’s the deal: You will receive 20 points for submitting the first five stories (on deadline, before midnight each Wednesday). You will receive 20 more points for an edited re-write for the second five stories (submitted no more than 24 hours after I have graded and commented on your first draft). I will grade writing labs as I would edit copy. “A” grades will require absolute excellence.

BLOGGING THE NEWS – 10 points per week

Many journalists today work not in print newsrooms but for digital news aggregation websites. By blogging the news, you will prepare yourself for a potential career in digital newswork. You will need to set up a Tumblr account (which we will do together as a

group), where you will post at least three blogs each week: one international news story, one national news story and one local news story.

You will need to source your stories with coverage from at least three other media outlets, but unless you “block quote” content pulled from other sites, you will need to write original copy. You may also include images from other news sources as long as they are properly attributed and your use does not violate copyright for the image.

Most importantly: This blog is your opportunity to work on a beat of your choosing. So, at the beginning of the semester, you will choose a news topic – be it health, sports, fashion, etc. – that you will follow for the duration of 3101. You may want to use this blog as a portfolio piece for internship applications, so make your writing count.

NEWS PITCHES – 10 points each

Most Wednesdays, we will hold a mock pitch meeting, in which you work in small groups to pitch a news feature for a predetermined publication (this will change week-to-week). Again, the goal is to get you thinking like a working journalist. You should have your pitch formulated before you get to class, but you will be expected to draft notes about the specifics (i.e. sources, heds and deks, voice and tone, etc.) in order to receive participation points.

Although you will not write the stories you pitch in or for this class, you will be graded on their newsworthiness and on their marketability. I encourage you to take these pitches to the Daily or another student or professional publication. Extra credit of five points per story will be offered for each pitch that is published. If you publish all 10 stories, you have the opportunity to boost your final course grade by 5%.

ANALYSIS OF LONG-FORM JOURNALISM – 100 points

Mid-way through the semester, I will ask you to write an analysis of a piece of long-form journalism. Although most of this class will be focused on writing short-form news, it is crucial that you familiarize yourself with book, magazine and feature news writing. In this analysis, you will explore how long-form might augment understanding of news issues, how stylized writing might impact coverage and how longer deadlines might alter data quality. You will select your long-form article independently, but I must approve it before you proceed with your analysis.

This paper should follow standard essay format, may be written in first person if you desire and should not exceed four pages, standard margins, double-spaced, 12-point font.

FINAL NEWS FEATURE STORY – 200 points

You will demonstrate your news competency and successful completion of 3101 by writing a feature news story on a topic of your choosing. This topic should warrant detailed coverage and the article itself must showcase the storytelling skills you learned in our Wednesday news lab.

You must include a 1,000-word main bar (body copy) offset by at least three subheads, a 200-word sidebar and at least one infographic or data visualization related to the topic. You should include at least five interviewed sources and three scholarly or institutional sources. This assignment should showcase your writing and newsgathering skills. Your grade will depend on producing convincing professional quality journalism worthy of publication in a respected news outlet.

Before you move forward with reporting on your news feature, you must successfully pitch the story. You will need to submit three story pitches by mid-term, the best of which I will approve for this assignment.

EVALUATION & GRADESI am required by the University to award standard grades (A-F or S/N) for your progress in this course. I am not in the business of awarding easy As, and true success in 3101 will be measured against professional-quality journalism. I encourage you to work hard in this class while exploring your personal news interests; I have not standardized your blogging assignments nor do I offer a midterm or final exam for this reason.

1) Monday Moodle Posts: Analysis of News Coverage 150 15 weeks2) News Writing Assignments / Labs 300 10 labs, 5 edits3) Blogging the News Posts 150 15 weeks4) Participation / News Pitches 100 10 pitches5) Analysis of Long-Form Journalism 1006) Final News Feature Story 200

Total: 1,000 points

ATTENDANCE & PARTICIPATION

Students are expected to be present in class, and students who miss class regularly should not expect to do well in this course. You will be awarded 10 points for each blogging the news post / discussion and 10 points for each mock pitch meeting you attend and participate in. Points will be given for the quality of your contribution to discussion as well as Q&As for your peers during their news pitches. Of course, participation during lecture is also encouraged.

You will not be allowed any unexcused “misses” for participation points. Excused

absences are permitted, but you will be required to make up participation and attendance points through a brief written exercise, which I will send you via e-mail. You are responsible for making me aware of excused absences and letting me know you would like to earn your participation and attendance points.

EXCUSED ABSENCES

Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include illness of the student or his or her dependent, participation in intercollegiate athletic events (see the Administrative Policy: Intercollegiate Athletic Events during Study Day and Finals Weeks: Twin Cities, which prohibits intercollegiate athletic competition during study day and finals week except under certain circumstances), subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances also include activities sponsored by the University if identified by the senior academic officer for the campus or his or her designee as the basis for excused absences. The instructor has the right to request verification for absences. Such circumstances do not include voting in local, state, or national elections.

NEWSROOM 101

You must also demonstrate proficiency in style and language skills by midterm through the “Newsroom 101” Language Skills Moodle site (separate from the JOUR 3101 Moodle site). Here’s how this works:

On your own, you must progress through instructional quizzes that offer multiple chances to learn the important skills of using AP style and proper English grammar.

I am looking for proficiency, not just a point value toward the final class grade. You will have until noon on Nov. 10 to pass ALL the AP style quizzes and

grammar/spelling tests. Those who do not pass   cannot get credit for further course work until they do pass . Those assignments will get half the credit due once you have passed the quizzes.

CLASSROOM CONDUCT

Civility and tolerance for others are expected in this classroom. One of the goals of this course is to foster balanced reporting, which means being attentive to and respectful of varying diverse points of view. Keep in mind that being respectful of others (and of their written and spoken opinions) does not imply that you agree with them or consent to anything that they might say that you find offensive. Please feel that this is a safe space in which you can express your viewpoints, even if they differ from the professor’s or other students’.

TENTATIVE SCHEDULE FOR 3101

Please get in the habit of checking our Moodle schedule regularly, as we may often change our topics of discussion based on myriad factors, including your interest in certain themes, current events of relevance to the course, and guest lecturers’ availability.

WEEK 1 – INTRODUCTION TO NEWS WRITING

Wednesday, 9/3 Introductions Syllabus review Set-up Tumblrs, determine blog beat

 Homework:

Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 2 – HEDS, DEKS, LEADS AND NEWS VALUES

Monday, 9/8 Lecture: Headlines, subheads, lead writing and news value Discussion of NYT Sunday edition vs. digital content Lead writing exercise

Wednesday 9/11 Pitch meeting #1: Campus life story Lab #1: News writing benchmark, general news story

Homework: Lab #1 due Wednesday, 9/11 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m.

WEEK 3 – QUOTING AND ATTRIBUTION

Monday, 9/15 Lecture: Gathering and attributing quotes Discussion of mainstream vs. alternative news Exercise: Quoting sources

Wednesday, 9/17

Pitch meeting #2: Minneapolis culture Lab #2: Man-on-the-street interviews (ebola or Minnesota football)

Homework: Lab #2 due Wednesday, 9/17 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 4 – NEWS STORY STRUCTURE

Monday, 9/22 Lecture: Structuring news stories Discussion of NYT Sunday edition vs. digital content Exercise: Identifying story structures

Wednesday, 9/24 Pitch meeting #3: Health story Lab #3: From buried lead to inverted pyramid

Homework: Lab #3 due Wednesday, 9/24 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m.

WEEK 5 – BREAKING NEWS & FOLLOW-UPS

Monday, 9/29 Lecture: Breaking news and follow-up stories Discussion of mainstream vs. alternative news Exercise: Tracking story developments

Wednesday, 10/1 Pitch meeting #4: Breaking event Lab #4: Follow-up stories

Homework: Lab #4 due Wednesday, 10/1 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 6 – MULTIMEDIA APPROACHES

Monday, 10/6 Lecture: Digital newsrooms Discussion of NYT Sunday edition vs. digital content Assign long-form story analysis

Wednesday, 10/8 Pitch meeting #5: Tech story Work day: Long-form story analysis

Homework: Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m. Long-form story analysis due Friday, 10/17 at 11:59 p.m.

WEEK 7 – COVERING SPEECHES

Monday, 10/13 Lecture: Speeches in the news Discussion of mainstream vs. alternative news

Wednesday, 10/15 No pitch meeting Exercise: Transcribing speeches Lab #5: Story about a speech / meeting

Homework: Lab #5 due Wednesday, 10/15 at 11:59 p.m. Long-form story analysis due Friday, 10/17 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 8 – NEWS FEATURES

Monday, 10/20 Lecture: News feature stories Discussion of NYT Sunday edition vs. digital content Assign news feature story & feature pitch

Wednesday, 10/22 Pitch meeting #6: Fashion or trends story Lab #6: Feature writing and feature structure

Homework: Lab #6 due Wednesday, 10/22 at 11:59 p.m.

Lab edit #1 due 24 hours after Chelsea provides comments Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m.

WEEK 9 – PROFILES & OBITUARIES

Monday, 10/27 Lecture: Capturing personalities Discussion of mainstream vs. alternative news

Wednesday, 10/29 Pitch meeting #7: Professor profile Lab #7: Writing obits

Homework: Lab #7 due Wednesday, 10/29 at 11:59 p.m. Lab edit #2 due 24 hours after Chelsea provides comments Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 10 – USING NUMBERS IN DATA JOURNALISM

Monday, 11/3 Lecture: Data mining Discussion of NYT Sunday edition vs. digital content Exercise: Analyzing infographics

Wednesday, 11/5 Pitch meeting #8: Infographics Lab #8: Meaning in numbers

Homework: Lab #8 due Wednedsay, 11/5 at 11:59 p.m. Lab edit #3 due 24 hours after Chelsea provides comments Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m. All newsroom 101 modules due Monday 11/10 by noon

WEEK 11 – BROADCAST NEWS

Monday, 11/10 Lecture: Broadcast formats Discussion of mainstream vs. alternative news

Wednesday, 11/12 Exercise: Feature news pitch for final paper Lab #9: Writing broadcast scripts

Homework: Lab #9 due Wednesday, 11/12 at 11:59 p.m. Lab edit #4 due 24 hours after Chelsea provides comments Feature news pitch due Friday, 11/14 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 12 – BUILDING THE NEWS FEATURE

Monday, 11/17 Reporting day: Feature News Story Chelsea at Conference

Wednedsay, 11/19 Reporting day: Feature News Story Chelsea at Conference

Homework: Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m.

WEEK 13 – DIVERSITY IN NEWS STORIES

Monday, 11/24 Lecture: Diversity in newsrooms and news content Discussion: Catching up on the news

Wednesday, 11/26 Pitch meeting #9: Race, sexuality, gender or disability status Lab #10: Police blotter stories Thanksgiving tomorrow (must participate in pitch and lab in-class for full points,

out-of-class for ½ points)

Homework: Lab #10 due Wednesday, 11/26 at 11:59 p.m. Lab edit #5 due 24 hours after Chelsea provides comments Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 14 – LEGAL & ETHICAL ISSUES

Monday, 12/1 Lecture: Journalistic conduct Discussion of NYT Sunday edition vs. digital content Exercise: Sunshine Laws and FOIAs

Wendesday, 12/3 Pitch meeting #10: Law and policy story Reporting day: Feature news story

Homework: Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – mainstream vs. alt by Monday at 9 a.m.

WEEK 15 – WRAPPING IT UP

Monday, 12/8 Group work: Re-capping news value, news style and news writing Discussion of mainstream vs. alternative news

Wednesday, 12/10 Teaching evaluations Reporting day: Feature news story Conferences with the instructor – feature news stories

Homework: Feature news story due Wednesday, 12/17 at 11:59 p.m. Three blogs (int’l, nat’l, local) by Sunday at 11:59 p.m. Moodle Posts: Analysis of News – NYT vs. digital by Monday at 9 a.m.

WEEK 16 – FINALS WEEK

Wednesday, 12/17 Feature News Stories due at 11:59 p.m.

GRADES

Registration in JOUR 3101 is by A-F

A – Achievement that is outstanding relative to the level necessary to meet course requirements. B – Achievement that is significantly above the level necessary to meet course requirements. C – Achievement that meets course requirements in every respect. D – Achievement that is worthy of credit even though it fails to meet fully the course requirements. F – Represents failure and signifies that the work was either completed but at a level of achievement that is not worthy of credit or was not completed.I (Incomplete) – assigned at the discretion of the instructor. An incomplete grade will be considered only when documented, extraordinary circumstances beyond control, or ability to anticipate prohibit timely completion of the course requirements. Incomplete grades are rare. Requires a written agreement between instructor and student.

EXPECTATIONS AND EXTRA CREDIT

Students are responsible for all information disseminated in class and all course requirements, including deadlines and examinations. The instructor will specify whether class attendance is required or counted in the grade for a class. A student is not permitted to submit extra work in an attempt to raise his or her grade unless the instructor has specified at the outset of the class such opportunities will be afforded to all students.

WORKLOAD

For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For example, a student taking a three credit course that meets for three hours a week should expect to spend an additional six hours a week on coursework outside the classroom.

COURSE GRADE CHANGES

Questions about course grade changes should be directed to your instructor; or you

may contact the Student Conflict Resolution Center at 612-624-7272 for assistance. Grade changes will be made only when there is evidence of an error in grading and/or recording of a grade.

SALE OF NOTES

Lectures given in this class are the property of the instructor. They may not be recorded without prior permission from the instructor. They may not be used for any commercial purpose. This includes the sale of notes to a retail distributor who reproduces them for resale to other students. Students found to be in violation of this policy may be subject to discipline under University policies.

SCHOLASTIC MISCONDUCT – DEFINITION

Scholastic misconduct is broadly defined as “any act that violates the rights of another student in academic work or that involves misrepresentation of your own work. Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing, which means misrepresenting as your own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student’s work.”

The SJMC has its own policy on plagiarism and fabrication, which are considered extremely serious breaches of academic conduct AND professional practice in the media industries. See http://sjmc.umn.edu/about/plagiarismfabrication.html. If you are unsure what constitutes plagiarism or fabrication, you may complete a tutorial on the topic found here: https://ay14.moodle.umn.edu/course/view.php?id=1646 (cut and paste this URL into your browser – it will not work as a direct link).

Proven scholastic misconduct in this course will result in an F.

DISABILITIES

The University of Minnesota is committed to providing equitable access to learning opportunities for all students.  Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. 

If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DRC at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations.

If you are registered with DRC and have a current letter requesting reasonable accommodations, we encourage you to contact your instructor early in the semester to review how the accommodations will be applied in the course.

Accommodations are not retroactive, and will be applied in the course only from the date by which you inform the instructor of the situation and present your DRC letter.

Additional information is available at: https://diversity.umn.edu/disability/ Note: Students with special needs may receive this syllabus and other course materials in alternative formats upon request. Contact the SJMC Student Services Center for more information, 612-625-0120.

RELIGIOUS HOLIDAYS

If you are unable to attend class because it falls on a religious holiday that is not recognized by this university, please see me or let me know via email.

SEXUAL HARASSMENT

University policy prohibits sexual harassment as defined in the 12/11/98 policy statement. Copies of the 12/11/98 policy statement on sexual harassment are available at 419 Morrill Hall or online. Complaints about sexual harassment should be reported to the University Office of Equal Opportunity at 419 Morrill Hall.

STUDENT MENTAL HEALTH AND STRESS MANAGEMENT

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via http://www.mentalhealth.umn.edu

ADDITIONAL STUDENT LEARNING ASSESSMENT

The national accrediting agency for journalism education has required that all accredited journalism schools assess student mastery of 12 core values and competencies that every graduate of a journalism and mass communication program should possess. According to the Accrediting Council on Education in Journalism and Mass Communication, all graduates, irrespective of their particular specialization, should be able to:

understand and apply the principles and laws of freedom of speech and press, for the country in which the institution that invites ACEJMC is located, as well as

receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;

demonstrate an understanding of the history and role of professionals and institutions in shaping communications;

demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications;

demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society;

understand concepts and apply theories in the use and presentation of images and information;

demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

think critically, creatively and independently; conduct research and evaluate information by methods appropriate to the

communications professions in which they work; write correctly and clearly in forms and styles appropriate for the communications

professions, audiences and purposes they serve; critically evaluate their own work and that of others for accuracy and fairness,

clarity, appropriate style and grammatical correctness; apply basic numerical and statistical concepts; apply tools and technologies appropriate for the communications professions in

which they work.