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media_and_the_public [2015/12/10 19:40]
nathanairplane [Business models]
media_and_the_public [2021/01/02 02:39] (current)
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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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 ### Final project ### Final project
  
-For this assignment, draft, revise, and publish an analysis of a media campaign of your choosing, individually or as part of a group. Written projects should be between 1,400-1,600 words, and videos between 4-6 minutes. Standards for other media should be agreed on with the instructor.+For this assignment, draft, revise, and publish an analysis of a media campaign of your choosing, individually or as part of a group. Your analysis should be written so as to have an effect for its intended audience. Written projects should be between 1,400-1,600 words, and videos between 4-6 minutes. Standards for other media should be agreed on with the instructor.
  
 Campaigns might include, for instance: an Internet meme, a politician'​s slogan, an iconic advertisement,​ a university marketing drive, a blacklisting effort, a struggle for political rights. Campaigns might include, for instance: an Internet meme, a politician'​s slogan, an iconic advertisement,​ a university marketing drive, a blacklisting effort, a struggle for political rights.
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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 some key themes, readings, and discussions in the course, such as democracy, economic models, ethics, and perspective +  * 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 
-  * Adherence to the topic, medium, and scope agreed on with the instructor +  * 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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   * 25 points - quality and persistence of participation in online discussions   * 25 points - quality and persistence of participation in online discussions
   * 20 points - midterm project:   * 20 points - midterm project:
-    * 10 points - first draft and participation in peer review +    * points - first draft and  
-    * 10 points - revision ​with evidence of improvement+    * 3 points - participation in peer review 
 +    * 10 points - final draft with
   * 30 points - final project:   * 30 points - final project:
-    * 10 points - first draft and participation in peer review +    * 2 points - approved proposal 
-    * 20 points - revision with evidence of improvement+    * 5 points - first draft 
 +    * 3 points - participation in peer review 
 +    * 20 points - final draft
  
-Each student is allotted 3 unexcused absences. After that, absences without a documented excuse will result in points detracted from the class participation grade.+Each student is allotted 3 unexcused absences. After that, absences without a documented excuse will result in 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 152014)+*   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 222015)