Class Participation: attendance and discussion



Introduction to Media Literacy: Comm. 102

Fall 2003

Subject to Change

SYLLABUS

Class: Wed., 4:30-7:10, Aquia Module, Room 105

Office Hours: by appointment only

Instructor: Rebecca Walter

rwalter@gmu.edu, 703.993.2896

Teaching Assistant: Jen Barnard

jbarnard@gmu.edu, 703.851.4479

COURSE DESCRIPTION

Critical media skills (viewing/listening/reading) are stressed in Communication 102. Using examples both in and out of class, students learn to decode media messages (radio, television, film, print, etc.) and to apply critical thinking skills as you respond to media messages. Students will also learn to understand how media makers (encode) achieve the desired consumer reactions to information in the media. Students learn how one’s own background and culture affects their decoding of media and how media affects our everyday understanding of the world.

COURSE GOALS

The goal of this course is to provide students with the intellectual vision and interdisciplinary tools to analyze the mass media beyond its status as mere entertainment. We will examine the histories of various mediums, technologies used in each, and examine how each medium functions individually and within a larger system(s). Students are expected to develop the skills necessary to evaluate the mass media's power in a global economy and the effect it has on various cultures and constructions of gender roles.

INSTRUCTIONAL METHODS

This is a discussion-based course that will include class discussions, mini-lectures, small group discussions, in-class and at-home writing, student oral presentations, exams and a media project/critique.

COURSE TEXTS

❑ Turow, Joseph. Media Today: An Introduction to Mass Communication, 2nd Ed., Houghton Mifflin Company, 2003.

❑ Articles and Handouts – will be disseminated in class.

ASSIGNMENTS

Leading a Discussion

Each student will have an assigned day to prepare discussion questions or create/lead an activity to stimulate discussion of the assigned readings or film for that week beginning week three. Creativity is a plus!

Created by Rebecca A. Walter

Journal/Response Papers

These may include answering a question assigned ahead of time or writing a 2-page response to the readings for that week. You may discuss an issue raised by the readings, argue or agree with the assigned readings, make connections to other weeks' materials etc. Assignments may include things like locating a newspaper article on a certain subject, filling out a worksheet while watching a TV program, finding and bringing in magazine ads to use in class.

Reading Quizzes

Reading Quizzes will be used in the event that students are not reading. Don’t make us use these!

Midterm Exam

The Midterm will consist of short answer and essay questions on key concepts and terms for the course.

Final Exam

The final will be the same as the midterm.

Media Projects/Papers

Media Project: This project can range from a short video production (a 30-second advertisement) to the creation of a web page, music video, etc. This project might also critique a film, television program, cartoon or music video and critique it using concepts and/or theories discussed in class. You might also choose an event or series of events and analyze the various ways different mediums portray or report the event (i.e. school shootings, domestic violence, a political event, etc.)

Project ideas are due the 4th week of class (the proposals are at least two short paragraph descriptions of what you are interested in doing for your project). Your projects are due the week prior to final exams. Projects/proposals must be approved by instructor or you will not receive credit for this assignment.

Your research project/paper will be [6-8] double spaced pages. It will include a works cited page and parenthetical citations in MLA style. You should cite a minimum of five to eight sources, half or more of which must be scholarly (non-internet). The research paper is an opportunity to explore a topic that interests you, as well as to improve your research and writing skills. A draft of the project, including a list of sources, will be due week 10.

Preliminary Research Question

What topic will you address/explore in your research paper? What kinds of sources might you use? Where can you find those sources?

Oral Presentation

You will be presenting your research findings to the class on the last day of class in a short oral presentation (3-5 minutes). It will be a summary of your project.

Rebecca A. Walter

COURSE EVALUATION

|Class Participation: attendance and discussion |150 points |

|Your day to lead discussion |100 points |

|Journal/Response Papers |200 points |

|Media Project |200 points |

|Midterm Exam |150 points |

|Final Exam |150 points |

|Oral Presentation |50 points |

Grading Scale

A: 930-1000 B+: 870-890 B-: 800-820 C: 700-760 F: 590 or less

A-: 900-920 B: 830-860 C+: 770-790 D: 600-690

COURSE POLICIES

Late Papers/Exams Policy

Unless a student has a written doctor's excuse, failure to take an exam or turn in a paper on the due date will result in a grade of 0 for that exam or paper. There are no exceptions. In class writing and activities cannot be made up. If you are absent when you are scheduled to lead class discussion/activity, you will receive 0 points.

Class Participation

Participation in class discussions is an important part of the class. You are expected to contribute to class discussions on a daily basis. In-class writing, activities and reading quizzes, cannot be made up.

Attendance is especially important in a class that meets only once a week. Being on time and staying until the end of the class count toward your attendance grade. Being more than 30 minutes tardy or leaving more than 30 minutes early is equivalent to an absence.

Students who have a borderline grade will receive the lower grade if they have excessive absences. Excessive absences means missing more than 2 classes.

Disability Support Services

Any student with documented learning disabilities or other conditions that may affect their performance in the class should make sure that documentation is on file with the Office of Disability Support Services (993-2474) and talk with us to discuss reasonable accommodations.

Rebecca A. Walter

Plagiarism

According to the GMU handbook, Plagiarism is "Presenting as one's own the words, the work, or the opinions of someone else without proper acknowledgment." Or, "Borrowing the sequence of ideas, the arrangement of material, or the pattern of thought of someone else without proper acknowledgment." This goes for internet sources and we check every source.

In this class, you will be using MLA style to cite others' work. You must provide a citation if you use the exact words, ideas, facts or opinions of others in your writing. Plagiarism is the academic equivalent of theft and is a very serious matter. If you have any questions about what plagiarism is or when to use citations, please talk to us.

Honor Code

GMU's Honor Code is available at

The honor code prohibits cheating, attempted cheating, plagiarism, lying and stealing.

WRITING RESOURCES

The New Century College Online Writing Guide for Integrative Studies Students, located at , offers resources that may be helpful to you. The website offers tips on taking exams, writing papers etc. The Writing Center also offers assistance to students who want to improve their writing skills. The Writing Center Website is . Appointments are necessary.

It is important that you read the syllabus carefully and understand what is expected of you before beginning this course. Throughout the semester, we will discuss both abstract, theoretical ideas and concrete, practical information about a variety of issues pertaining to the experiences of marginalized groups. We hope that these materials will challenge you intellectually and personally. However, when discussing certain topics about gender, race, sexuality, etc. we may at times touch on some issues that are socially and/or personally sensitive. Because of this, any one of us may feel uncomfortable. To help the diversity of our voices lead to opportunities to learn in such situations we propose the following ground rules together with the Guidelines for Class Participation.

1. Acknowledge that we are all co-educators with something to learn as well as something to teach.

2. Acknowledge that all of us have learned misinformation about some groups in society, whether we belong to a privileged or non-privileged group.

3. Agree not to blame ourselves (or others) for the misinformation we have learned in the past.

4. Accept responsibility for not repeating misinformation after we have learned otherwise.

5. Assume that people--both those we study and those in this class--make and have made choices that seemed appropriate to them at the time.

6. Acknowledge that prejudice and discrimination based on gender, race, ethnic and national background, social class, sexual preference, religion, physical appearance, and abilities exist.

7. Never demean, devalue, or in any way "put down" people for their experiences, backgrounds, or statements. This does not mean that you can't disagree, only that you must do so respectfully.*

*Created by Professor Lynn Weber

Rebecca A. Walter

|Aug. 27 |Week 1 |Introduction to class | |Video: Communication Module |

| | |Syllabus | | |

| | |Icebreaker | | |

|Sept. 3 |Week 2 |Media Literacy | |Video: Constructing Public Opinion |

| | |T. Herndon class visit (research) | |Readings: Turow, Chs. 1-2; Media Awareness Network article; Gauntlett: |

| | |Encoding/Decoding/Culture | |Pages: 26-27 |

|Sept. 10 |Week 3 |Media Research & Theories | |Video: Electronic Storyteller |

| | |Due: Response Paper #1 | |Readings: Turow, Ch. 4; Levine article |

| | | | |Gauntlett: Ch. 2 |

|Sept. 17 |Week 4 |Case Studies in Agenda Setting/Framing | |Video: Tough Guise |

| | |DUE: Media Project Ideas & Paper #2 | |Readings: Z Magazine, pgs. 3-4; Kimmel article; Kobe Bryant; school shootings|

|Sept. 24 |Week 5 |MANDATORY EVENT: Jackson Katz/Don McPherson | |Readings: Katz/McPherson websites |

| | |Due: Paper #3 (by email) | | |

| | | | |adelphi.edu/communityservices/sli/mcpherson.shtml |

|Oct. 1 |Week 6 |Media Ownership | |Video: Crisis of the Cultural Environment |

| | |Due: Response Paper on Katz & McPherson’s | |Readings: Turow, Chs. 5-6 |

| | |visit (Paper #4) | |FCC Timeline, PBS |

|Oct. 8 |Week 7 |Ethics/First Amendment | |Video: Project Censored |

| | |Due: Paper #5 | |Readings: Turow, Ch. 3; 1st & 14th Amendments |

| | | | |Greg Palast (journalism) |

|Oct. 15 |Week 8 |Midterm (One hour) | |Readings: Turow, Chs. 7-8 |

| | | | | |

| | |Books, Newspapers & Magazines | | |

|Oct. 22 |Week 9 |Books, Newspapers & Magazines | |Video: Killing Us Softly III |

| | |Due: Paper #6 | |Readings: Turow, Chs. 9-10; Gauntlett Chs. 8-9 |

| | | | |Gloria Steinem “Sex, Lies & Advertising” |

|Oct. 29 |Week 10 |Advertising/Public Relations | |Video: Toxic Sludge or Advertising and the End of the World |

| | |Due: Draft of Media Project | |Readings: Turow, Ch. 18-20, Kilbourne Ch. 1 |

|Nov. 5 |Week 11 |The Film Industry | |Video: |

| | |Guest Speaker: Aman Agah | |Readings: Turow, Ch. 14 (Pages 420-428), 15 |

| | |Reading Film: Disney (?) | | |

|Nov. 12 |Week 12 |Music & Radio | |Video: Money for Nothing |

| | | | |Readings: Turow Chs. 11-13 |

| | | | |Steve Albini article; |

| | | | |Aimee Mann piece |

| | | | |Fat Wreck Records |

|Nov. 19 |Week 13 |Television | |Readings: Turow Ch. 16, Z Magazine pps. 27-33 |

| | |Due: Paper #7 | | |

|Dec. 3 |Week 14 |Alternative Media (Internet, Zines, Videogames,| |Video: Grrlyshow |

| | |etc.) | |Readings: Turow Ch. 17 |

| | |Oral Presentations | |“Blogging” |

| | |DUE: Final Media Project | | |

|Dec. 10 |Week 15 |FINAL EXAM | | |

| | |Course Evaluations | | |

Syllabus created by Rebecca A. Walter with assistance from Jennifer Barnard.

What you can expect from Communication 102:

1. Your syllabus has been carefully and thoroughly planned.

2. The activities have been carefully constructed and videos, texts and handouts carefully selected to help you critically view and evaluate the media (i.e., they are not busy work).

3. Your instructors will be prepared for every class period and topic.

4. Your instructors will help facilitate a meaningful, respectful, thoughtful and critical discussion each class period.

5. Your instructors will create a safe environment where all of our differences are welcome and respected.

6. Your instructors are invaluable resources for writing papers, researching topics and helping you to write well – utilize our expertise.

7. Your instructors are invaluable resources for the GMU campus community – utilize our expertise.

8. Your instructors will spend a significant amount of time and energy giving you helpful, constructive feedback on assignments.

What we can expect from YOU in Communication 102:

1. You will make every effort to be on time each week.

2. You will read the assigned chapters and handouts each week.

3. You will come prepared to participate in class discussions.

4. You will do the assignments by the due date unless medical conditions or emergencies require you to contact your instructors beforehand.

5. You will be respectful of your fellow students and your instructors in class.

6. You will be respectful and mindful that not everyone has the same opinion as you. You may disagree, but in a respectful manner.

7. You will be a respectful listener when fellow classmates, your instructors or guest speakers are in front of the classroom.

8. You will not plagiarize and/or knowingly use other author’s ideas without properly citing them in the proper format.

9. You can expect to enjoy this class if you put the energy and time into preparing for it!

Student Signature Date

Instructor Signature(s) Date

Rebecca A. Walter, 2003.

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