HARVARD KENNEDY SCHOOL
DPI-830A
ADVANCED INTENSIVE WRITING: COLUMN AND OPINION WRITING
FALL 2012
Class time and location: Tuesday and Thursday, 8:40 – 10 a.m., L332
Instructor: Jeffrey Seglin, Taubman 258, 617-495-8435,
Office Hours: Tuesday and Thursday, 10 a.m. – 12 p.m., and by appointment
Faculty Assistant: Heather McKinnon Glennon, , 617-495-8269
Course Description:
This course is designed to give students an understanding of the process of researching, writing, and revising columns and opinion pieces with an understanding of the importance of audience.
The course will draw on both the published writing of seasoned columnists and columns written by students.
The class will be run as a seminar. Preparation of the readings and writing assignments for each class will be essential to each week’s discussions.
The bulk of each class time will be spent on discussion of readings of various column types from assigned texts, critiques of weekly columns students write, and discussion (either in class or online) of column examples brought to class. There will also be short discussions on the topic highlighted next to each date on the calendar below. (These topics are subject to change as the class progresses.)
Course Goals:
Students should gain an understanding of what makes an effectively written column or opinion piece.
Through readings, writing assignments, and class discussions, each student should be able to execute a well-thought-out, well-written column or opinion piece.
Students should come away from the course with a clear knowledge of how much preparation, work, revision, and understanding of readership go into good column and opinion piece writing.
Course Requirements & Grading :
Five Columns or Opinion Pieces (10 points each; total of 50 points )
· Must be between 750 to 850 words each, no shorter, no longer. You will be penalized if you miss the word count. (Please include word count on each assignment and label each assignment as #1, #2, #3, and so on.) Each assignment should be well researched or reported and have a clear topic, theme, and viewpoint. Each assignment also must be written with a specific publication in mind, and an indication of why this column or opinion piece fits with that publication. Specific details required for each column will be assigned throughout the semester.
· You should decide on your target publication before writing your column. There will be a total of 5 original columns due no later than class on Tuesday, December 4. It is advisable to pace the writing of the five columns so you don’t end up writing several in the last weeks of class.
· Late columns will not be accepted.
· At least once during the semester (and possibly twice), each student will have a column or opinion piece critiqued in class. On the day prior to your in-class critique, you should bring enough copies for everyone in class. (Assignment should fit on two sheets of paper single-spaced. You can make copies on both sides of the paper.) Your column or opinion piece to be critiqued need not be the one you give to me in class that day. It can be one of your earlier columns or opinion pieces that I have already read but the class has not. If for any reason you have to miss a date on which you are scheduled to be critiqued, it is your responsibility to find someone to switch dates with you.
Class Discussion and Participation (10 points)
· Students are expected to do the assigned reading for each class and come prepared for discussion. The columns or opinion pieces in the assigned readings might serve as good templates upon which to base your own work.
· In addition to assigned reading, students are expected to read at least one column or opinion piece every week from a current print or online publication and may be called on in class to discuss these even if they’re not making a formal presentation.
· Students are encouraged to keep a notebook or list of column or opinion piece ideas throughout the semester. While these will not be collected, in addition to being good resources for ideas, these might be useful for some in-class and out-of-class assignments.
· There will be at least two idea generation assignments due in class. (See Calendar.) These will be central to class discussion.
· Each student will also be responsible for writing drafts of at least two pitch letters. These are due on Tuesday, November 20.
Four Class Presentations (5 points each; total 20 points)
· Twice during the semester, each student will briefly discuss a column or opinion piece from a current print or online publication and talk about how it specifically relates to the class discussions as well as its topic, theme, viewpoint, and overall execution. The presenter should also be prepared to discuss specifics about the publication in which the column or opinion piece appears. If there is an online version of the column, it can be posted to the class discussion page at least 24 hours before it is due to be discussed in class. If it’s not available online, bring enough copies of the piece for the entire class. You can choose to bring an example of a column that works particularly well or one that you believe falls short, but you must discuss with the class your reasons for thinking either way. (Some of this discussion may take place on the course website, but all students are responsible for reading one another’s posted topical columns.)
· Twice during the semester, each student will lead part of the discussion and analysis of the assigned column or opinion piece readings for the week. This will take some coordination with whoever else is scheduled to lead discussion for the same class.
· You are responsible for finding someone to switch dates with you if you have to miss a class for which you were scheduled to present a topical column or lead readings.
Final Presentation (5 points)
· A final presentation should be based on your two revised columns or opinion pieces: why you chose them, what you changed, what you left the same, and any other analysis. You should be prepared to talk about the publication for which you are revising these columns. Bring any handouts for class that will help your presentation. (Due Tuesday, December 4.)
Final Project (15 points) (Due Tuesday, December 4.)
· Two revised columns. Based on professor and class response and your own evolved thinking, choose two of the columns or opinion pieces you’ve written over the course of the class, revise them, hand them in no later than beginning of class on Tuesday, December 4.
· Each revision must be accompanied by a pitch letter to a specific publication.
· Along with the two revisions, you should also write a process paper in which you articulate why you chose these two pieces to revise, how you made the choices about your revisions, why you believe these two revisions work more successfully as columns and opinion pieces, and why the publication you’ve pitched is appropriate for each piece. (Maximum word count for the process paper is 800 words.)
Five points will be reserved that can be earned for engaged and intelligent contribution, an exceptional job in class presentations, clear improvement throughout the semester, or some combination thereof. These 5 points may be used to increase but not lower grades.
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Required texts and other materials:
The weekly column and opinion piece reading assignments and due dates appear on the course calendar. There may also occasionally be additional online reading assignments or handouts.
Attendance Policy:
Attendance is required. Missing classes, excused or unexcused, will affect your grade. More than two unexcused absences can result in a failing grade. Absences are unexcused unless cleared with instructor at least two hours prior to class.
Plagiarism & Accuracy:
All work should be original. Information used from other sources should be clearly indicated. Failure to make such attributions will result in a failing grade. If a piece of factual information (spelling of person’s or place’s name, inconsistency in details, and so on) is discovered to be incorrect in any assignment handed in, it will result in the loss of a full grade for that assignment. Proof-reading and doubling-checking facts are essential.
Grading
As much as is feasible, I try to follow the Kennedy School’s “Recommended Grade Distribution” (http://www.hks.harvard.edu/degrees/registrar/faculty/exams-and-grading/grades#heading_03). These recommendations will be used in assessing final grades for the course.
CALENDAR
WEEK 1
Session 1
Thurs., Sept. 6. Introduction to the class. Who we are, why we are here, and what we will do.
Due: In-class critique schedule. Short topical column presentation schedule. Idea generation assignment assigned.
WEEK2
Session 2 & 3
Tues., Sept. 11 & Thurs., Sept. 13. Where Do Good Ideas Come From? (Part I) Some thoughts on idea generation and brainstorming.
Due: Idea generation assignment due. (Bring copies for all class members.) Short topical column presentations.
Read by Tuesday:
Anna Quindlen, “Evan’s Two Moms,” The New York Times, February 5, 1992: http://www.nytimes.com/1992/02/05/opinion/public-private-evan-s-two-moms.html?pagewanted=all&src=pm
Tanya Filer, “Why PhD Students Need Overseas Opportunities to Broaden Their Minds,” The Guardian, Mary 15, 2012: http://www.guardian.co.uk/higher-education-network/blog/2012/may/15/phds-international-travel-broaden-mind
Peggy Noonan, “Obama Rises to the Challenge,” The Wall Street Journal, January15, 2011: http://online.wsj.com/article/SB10001424052748703583404576080303941795040.html
Jerry Lanson, “Convert to the Religion of Twitter? I’ll Pass,” Christian Science Monitor, May 9, 2011: http://www.csmonitor.com/Commentary/Opinion/2011/0509/Convert-to-the-religion-of-Twitter-I-ll-pass.
WEEK 3
Session 4 & 5
Tues., Sept. 18 & Thurs., Sept. 20. Targeting Your Column. Understanding a publication’s readership.
Due: In-class critiques. Short topical column presentations.
Read by Tuesday:
Federico E. Cuadra Del Carmen, Miguel T. Espinoza, and Sushma S. Sheth, “Harvard Graduate in Prison,” The Harvard Crimson, March 28, 2012: http://www.thecrimson.com/article/2012/3/28/bakhtiyar-hajiyev-prisoner-harvard/
David T.Ellwood, “If You Work, You Shouldn’t Be Poor,” The Washington Post, April 4, 1989. Available from http://ezp1.harvard.edu/login?url=http://proquest.umi.com.ezp-prod1.hul.harvard.edu/pqdweb?did=733556132&sid=3&Fmt=10&clientId=11201&RQT=309&VName=HNP.
Veronique de Rugy, “A Bankrupt Option,” REASON magazine, May 2011: http://reason.com/archives/2011/04/12/a-bankrupt-option
Monica Potts, “Why Aren’t You Married Yet?’ The American Prospect, April 8, 2011: http://prospect.org/cs/articles?article=why_arent_you_married_yet
WEEK 4
Session 6 & 7
Tues., Sept. 25 & Thurs., Sept. 27. Topic, Theme, and Research. What is it that makes you think you know enough to write this column?
Due: In-class critiques. Short topical column presentations.
Read by Tuesday:
Nicholas D. Kristof, ‘Our Lefty Military,” The New York Times, June 15, 2011: http://www.nytimes.com/2011/06/16/opinion/16kristof.html?ref=nicholasdkristof.
Arthur C. Brooks, “For Mother’s Day,” The Weekly Standard, May 8, 2008: http://www.weeklystandard.com/Content/Public/Articles/000/000/015/075yatue.asp?nopager=1
Bob Herbert, “Women at Risk,” The New York Times, August 7, 2009: http://www.nytimes.com/2009/08/08/opinion/08herbert.html?ref=bobherbert
Lisa de Bode, “Debate is Europe’s Best Hope Against Extremism,” The Guardian, March 15, 2012: http://www.guardian.co.uk/commentisfree/belief/2012/mar/15/debate-europe-extremism-islam
WEEK 5
Session 8 & 9
Tues., Oct. 2 & Thurs., Oct. 4. Viewpoint, Voice, and Endings. What do you see, how do you see it, and what do you want to leave your reader with?
Due: In-class critiques. Short topical column presentations.
Read by Tuesday:
David Brooks, “Smells Like School Spirit,” The New York Times, June 30, 2011: http://www.nytimes.com/2011/07/01/opinion/01brooks.html?ref=davidbrooks
David Halberstam, “One Splendid Day, ESPN.com: http://espn.go.com/page2/s/halberstam/020719.html
Eliza Newlin Carney, “Transparency v. Free Speech,” National Journal, May 23, 2011: http://www.nationaljournal.com/columns/rules-of-the-game/transparency-v-free-speech-20110522
Yael Marciano and Matias A. Sueldo, “Squeezing Iran Out of Latin America,” Huffington Post, April 10, 2012: http://www.huffingtonpost.com/yael-marciano/squeezing-iran-out-of-lat_b_1413486.html
WEEK 6
Session 10 & 11
Tues., Oct. 9 & Thurs., Oct. 11. Where Do Great Ideas Come From? (Part II)
Due: Idea generation assignment, part II. (Bring copies for all class members.) Short topical column presentations.
Read by Tuesday:
Joe Nocera, “Murdoch’s Fatal Flaw,” The New York Times, July 8, 2011: http://www.nytimes.com/2011/07/09/opinion/09nocera.html?hp?src=ISMR_AP_LI_LST_FB
David Gergen, “Teaching for a Better America,” The Boston Globe, October22, 2005: http://www.boston.com/news/globe/editorial_opinion/oped/articles/2005/10/22/teaching_for_a_better_america/
Shelby Steele, “Obama’s Post-racial Promise,” Los Angeles Times, November 5, 2008: http://www.latimes.com/news/opinion/opinionla/la-oe-steele5-2008nov05,0,6049031.story
David Plotz, “Steve and Me,” Slate.com, September 30, 2003: http://www.slate.com/id/2088948/
WEEK 7
Session 12 & 13
Tues., Oct. 16 & Thurs., Oct. 18. Preparing to Write, Writing, and Revising. Columns that read like they were written effortlessly usually involve more effort than imagined.
Due: In-class critiques. Short topical column presentations.
Read by Tuesday:
Molly Ivins, “Lyin’ Bully,” Mother Jones, May/June 1995: http://motherjones.com/politics/1995/05/lyin-bully
James Reston, “Who Elected the Times?” The New York Times, June 23, 1971. Available from: http://ezp1.harvard.edu/login?url=http://proquest.umi.com.ezp-prod1.hul.harvard.edu/pqdweb?did=81951659&sid=7&Fmt=10&clientId=11201&RQT=309&VName=HNP.
Jerald Walker, “Visible Man,” The Chronicle of Higher Education, October 8, 2007: http://chronicle.com/article/Visible-Man/46510/.
Virginia Postrel, “The Fantasy of Survivalism,” The Wall Street Journal, April 9, 2011: http://online.wsj.com/article/SB10001424052748704013604576246900396124530.html.
WEEK 8
Session 14 & 15
Tues., Oct. 23 & Thurs., Oct. 25. The Writer/Editor Relationship. Can columns be a collaborative effort? The editor’s role in the process.
Due: In-class critiques. Short topical column presentations.
Read by Tuesday:
Jim Schachter, “Lives: Returned to Sender,” The New York Times Magazine, January 27, 2008: http://www.nytimes.com/2008/01/27/magazine/27lives-t.html?_r=1&scp=1&sq=schachter%20passport&st=cse
Derrick Z. Jackson, “The Gap Between Giving and Government,” The Boston Globe, June 21, 2011: http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2011/06/21/the_gap_between_giving_and_government/.
Colman McCarthy, “‘Don’t Ask, Don’t Tell’ Has Been Repealed. ROTC Still Shouldn’t Be On Campus,” The Washington Post, December 30, 2010: http://www.washingtonpost.com/wp-dyn/content/article/2010/12/29/AR2010122903033.html?nav=hcmoduletmv.
Jonah Goldberg, “Truth Makes a Comeback,” National Review Online, September 19, 2001: http://www.nationalreview.com/articles/205024/truth-makes-comeback/jonah-goldberg.
WEEK 9
Session 16 & 17
Tues., Oct. 30 & Thurs., Nov. 1. Other Relationships: Writer/Subject, Writer/Audience, Writer/Peers. How important is it to consider the consequences your column? Is there such a thing as a “journalism of care”?