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media_and_the_public [2015/12/12 23:03] – [Final project] nathanairplanemedia_and_the_public [2025/08/11 17:48] (current) – external edit 127.0.0.1
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     * Adherence to standard op-ed or press release format     * Adherence to standard op-ed or press release format
     * Correct length, spelling, and grammar     * Correct length, spelling, and grammar
 +    * Sophisticated engagement with at least one of the readings in the course so far
   * Responsible advocacy:   * Responsible advocacy:
     * Clarity of argument     * Clarity of argument
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   * A carefully documented and persuasive argument about the campaign, grounded in an analysis of its planning, execution, effectiveness, use of media, and relevant publics   * A carefully documented and persuasive argument about the campaign, grounded in an analysis of its planning, execution, effectiveness, use of media, and relevant publics
   * Engagement with key themes, readings, and discussions in the course, such as democracy, economic models, ethics, and perspective, including reference to at least two texts on the syllabus   * Engagement with key themes, readings, and discussions in the course, such as democracy, economic models, ethics, and perspective, including reference to at least two texts on the syllabus
-  * Evidence of improvement and adherence to the topic, medium, and scope agreed on with the instructor; the medium, intended audience, and objective of the piece should be clear +  * Adherence to the topic, medium, and scope agreed on with the instructor; the medium, intended audience, and objective of the piece should be clear 
-  * Excellence in execution, including grammar, spelling, AP Style (if written), visual clarity, and other standards relevant to the medium+  * Excellence in execution, including grammar, spelling, AP Style (if written), visual clarity, and other standards relevant to the medium; improvement from the first draft should be evident in the final
  
 ## Evaluation ## Evaluation
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     * 20 points - final draft     * 20 points - final draft
  
-Each student is allotted 3 unexcused absences. After that, absences without a documented excuse will result in 5 points detracted from the class participation grade.+Each student is allotted 3 unexcused absences. After that, absences without a documented excuse will result in 2 points detracted from the class participation grade.
  
 Badges, worth 1 extra point, will be awarded at the conclusion of each module: Badges, worth 1 extra point, will be awarded at the conclusion of each module:
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 There is a limit of one badge per person per week. There is a limit of one badge per person per week.
 +
 +### Final grades
 +
 +Based on the stated point structure, grades will be awarded as follows: A (94-100), A- (90-93), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), F (0-59).
  
 ## Units ## Units
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 ### Private and publics ### Private and publics
  
-*   Hannah Arendt, “[The Private and the Public](http://frontdeskapparatus.com/files/arendt.pdf),” from __The Human Condition__ (1958) 
 *   Michael Warner, "[Publics and Counterpublics](http://muse.jhu.edu/journals/pc/summary/v014/14.1warner.html)," _Public Culture 14_, no. 1 (2002) *   Michael Warner, "[Publics and Counterpublics](http://muse.jhu.edu/journals/pc/summary/v014/14.1warner.html)," _Public Culture 14_, no. 1 (2002)
 *   Adam Curtis, _[The Century of the Self](http://topdocumentaryfilms.com/the-century-of-the-self/)_ (2002) *   Adam Curtis, _[The Century of the Self](http://topdocumentaryfilms.com/the-century-of-the-self/)_ (2002)
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 ### Objectivity and perspective ### Objectivity and perspective
  
-*   Robert Kaplan, "[The Origins of Objectivity in American Journalism](https://www.academia.edu/2235733/The_Origins_of_Objectivity_in_American_Journalism)," in Stuart Allen (ed.), _The Routledge Companion to News and Journalism_ (Routledge, 2010) +  * Robert Kaplan, "[The Origins of Objectivity in American Journalism](https://www.academia.edu/2235733/The_Origins_of_Objectivity_in_American_Journalism)," in Stuart Allen (ed.), _The Routledge Companion to News and Journalism_ (Routledge, 2010) 
-*   Donna Haraway, "[Situated Knowledges: The Science Question in Feminism and the Privilege of   +  * Donna Haraway, "[Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective](http://www.staff.amu.edu.pl/~ewa/Haraway,%20Situated%20Knowledges.pdf)," _Feminist Studies_ 14, no. 3\. (1988) 
-    Partial Perspective](http://www.staff.amu.edu.pl/~ewa/Haraway,%20Situated%20Knowledges.pdf)," _Feminist Studies_ 14, no. 3\. (1988) +  * Gene Demby, "[How Black Reporters Report on Black Death](http://www.npr.org/sections/codeswitch/2015/08/20/432590298/how-black-reporters-report-on-black-death)," _Code Switch_ (August 20, 2015) 
-*   Gene Demby, "[How Black Reporters Report on Black Death](http://www.npr.org/sections/codeswitch/2015/08/20/432590298/how-black-reporters-report-on-black-death)," _Code Switch_ (August 20, 2015) +  * Mónica Guzmán, "[Journalism and the Self-Informing Public](https://vimeo.com/88488324)," Reynolds School of Journalism (March 7, 2014)
-*   Mónica Guzmán, "[Journalism and the Self-Informing Public](https://vimeo.com/88488324)," Reynolds School of Journalism (March 7, 2014)+
  
  
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 ### Public intellectualism ### Public intellectualism
  
-*   Wendy Kaminer, "[The End of Free Speech at University of Colorado?](http://www.theatlantic.com/national/archive/2012/09/the-end-of-free-speech-at-university-of-colorado/262494/)" _The Atlantic_ (September 18, 2012) 
 *   Dane S. Claussen, "[A Brief History of Anti-Intellectualism in American Media](http://www.aaup.org/article/brief-history-anti-intellectualism-american-media)," _Academe_ (May-June 2011) *   Dane S. Claussen, "[A Brief History of Anti-Intellectualism in American Media](http://www.aaup.org/article/brief-history-anti-intellectualism-american-media)," _Academe_ (May-June 2011)
 *   Alan Lightman, "[The Role of the Public Intellectual](http://web.mit.edu/comm-forum/papers/lightman.html)," _MIT Communications Forum_ *   Alan Lightman, "[The Role of the Public Intellectual](http://web.mit.edu/comm-forum/papers/lightman.html)," _MIT Communications Forum_
 *   Michael Eric Dyson, "[Think Out Loud](http://www.newrepublic.com/article/122756/think-out-loud-emerging-black-digital-intelligentsia)," _The New Republic_ (September 9, 2015) *   Michael Eric Dyson, "[Think Out Loud](http://www.newrepublic.com/article/122756/think-out-loud-emerging-black-digital-intelligentsia)," _The New Republic_ (September 9, 2015)
 *   Evette Brown, "[Why Do We Have More Female Scholars, But Few Public Intellectuals?](https://bitchmedia.org/post/why-do-we-have-more-female-scholars-but-few-public-intellectuals)" _Bitch Media_ (July 8, 2013) *   Evette Brown, "[Why Do We Have More Female Scholars, But Few Public Intellectuals?](https://bitchmedia.org/post/why-do-we-have-more-female-scholars-but-few-public-intellectuals)" _Bitch Media_ (July 8, 2013)
-*   Nicholas Kristof, "[Professors, We Need You!](http://www.nytimes.com/2014/02/16/opinion/sunday/kristof-professors-we-need-you.html)" _The New York Times_ (February 15, 2014)+*   Wendy Kaminer, "[The End of Free Speech at University of Colorado?](http://www.theatlantic.com/national/archive/2012/09/the-end-of-free-speech-at-university-of-colorado/262494/)" _The Atlantic_ (September 18, 2012) 
 +*   Corey Robin, "[How Intellectuals Create a Public](http://chronicle.com/article/How-Intellectuals-Create-a/234984)," _The Chronicle of Higher Education_ (January 22, 2015)
  
  
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