Your responsibility includes everything here and in the General Class Policies. Read both, then sign the contract and return by the third class meeting if you intend to stay in the class. If you have questions, consult the syllabus then consult me. Ignorance will not save you points. General Class Policies Index: ETHICS || FEEDBACK || e-MAIL || WebCT || DEADLINES || ATTENDANCE || ELECTRONIC DEVICES || ACCOMMODATIONS Syllabus Index: DESCRIPTION || TEXTS || GRADING || MEDIA JOURNAL || GROUP PROJECT || EXTRA CREDIT || SCHEDULE PREREQUISITES
This course examines the impact of the following media on the individual and society: books, newspapers, magazines, film, radio, TV and the Internet. It also analyzes how public relations and advertising in the mass media shape consumer perceptions and behaviors.
Expect deductions for spelling and grammar errors for every assignment. Receive
grades for in-class and out-of-class writing assignments; current events and reading quizzes; and attendance and class participation.
Read chapters and work on assignments prior to each class meeting. Assignments are due by the beginning of class on the date listed in the schedule.
As noted in the grading scale, you'll receive 100 points for class participation, which includes good listening and discussion skills, an open attitude to learning, attendance, effort, professional attitude, making a WebCT homepage, attending midterm conferences and working with your group on the group project. Due to the subjective nature of this grade, I suggest getting all the points available here as I'll assign these points at my discretion otherwise. After taking this course, the student will have a more thorough understanding of the practices and importance of mass media, its form and operation as well as its role and influence in our society. To understand how media impacts you and those around you, you will write three essays worth 50 points each for your media journal grade. Each essay should be typed and double-spaced. Grades will reflect attention to detail and specific examples. Generational Media Differences Spend at least half a day — 12 hours — observing media use of someone from a different generation (e.g. your grandmother, parents, etc.) and try to discern how/why their values are different from yours, i.e. how does the difference in media use make you different from them? How does media choice affect knowledge of an issue? What media do you use that they don't? Vice-versa? Are you going to different places to get the same information? Why? How did you feel about the assignment and the outcome? Any surprises? You and the Media Keep a journal for 21 days to know your true media self. Bring it to Tuesday classes. Use the template provided in WebCT to record your media consumption at any time in terms of:
Instead of trying to remember what media you used that day, record it as you consume it or as it consumes you! Record EVERY media activity, including but not limited to:
Following the completion of 21 days, read through your entire journal. Write an essay describing your patterns of individual media use and any changes in your media consumption. What have you learned about your media behavior? What do your media choices say about:
Spend an entire day — 24 hours — without any
media
consumption. (Note: This does not include academic text books; I'm talking about media you CHOOSE to consume.) Consciously remove all forms of media from your day. If your friends, family or significant other are unable to comply, spend the day away from them too! Live events do not count, i.e. you can go to a concert, sporting event, etc. Split into groups of three or four to lead discussions of an issue listed below and chosen by the group:
Research: Assess at least 15-20 sources. Provide a tentative bibliography within two weeks of the assignment. This research provides the basis to develop your group's presentation, five-page paper and final bibliography in MLA style. Prepare two true/false and three multiple-choice questions about your topic. While you'll use them to guide the group's presentation, the questions qualify for potential inclusion on the final exam. The group will receive up to 80 points for the paper/outline/bibliography and test/discussion questions. Presentation: Groups will split to represent both sides of the issue. Each side presents a creative, timed five-minute presentation (for a total of 10 minutes). Unlike a debate, sides will not be evaluated as "winners" or "losers." The group then leads a timed 15-minute discussion on the issue. Instead of continuing to advocate your positions, allow the class members to speak. (This may be difficult when you're committed to a position). The group will receive up to 80 points for the presentation, stimulating discussion and keeping the discussion on topic, e.g. when someone asks a question, find out what the class thinks about it. INDIVIDUAL GRADING - To ensure each member of the group participates, group members will evaluate their peers. On presentation day, make a form as below and submit it in an envelope to assure confidentiality. Failure to hand in a form results ZERO points regardless of the scores earned from other group members. Late forms will not be accepted.
Each individual will receive up to 40 points for participation in the
group project after tallying forms listing each member's name in alphabetical
order (including yourself), e.g.
Defections/Dismissals Individuals can defect from a group ONLY ONCE. Reasons may include disagreement about topic selection or clash of wills. Individuals must notify the group's leader and the instructor in writing immediately after he/she obtained written permission to join another group. A group may dismiss an individual with a written petition to the instructor signed by more than 50 percent of the group members. Acceptable justifications for the petition include consecutive absences from group meeting for two times or more, failure to turn in the agreed assignment during the meeting, or bad attitudes toward group members during group meetings. The individual fired must find a group that allows him/her to join and notify the instructor in writing within one week of the dismissal. Failure of such notification results in an automatic zero. If unable to find a group, an individual project may be submitted for a 10 percent grade deduction. An individual project requires the individual to both prepare the research and argue both sides of an issue: no small feat! Syllabus Index: DESCRIPTION || TEXTS || GRADING || MEDIA JOURNAL || GROUP PROJECT || EXTRA CREDIT || SCHEDULE — receive up to 70 points once per semester no later than the 13th week of the semester by either:
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