HARVARD KENNEDY SCHOOL
DPI-830B
ADVANCED INTENSIVE WRITING: COLUMN AND OPINION WRITING
SPRING 2014
Class time and location: Tues. Thurs., 10:10-11:30 a.m., L332
Instructor: Jeffrey Seglin, Taubman 258, 617-495-8435,
Office Hours: Open office hours: Tues. 1 to 4 p.m., or by appointment
Faculty Assistant: Jill Reurs, , 617-495-8269
Course Description:
This course is designed to give students an understanding of the process of researching, writing, and revising columns with an emphasis on the importance of audience. While we will spend time distinguishing opinion columns as one type of column, we will also focus on several other types of columns throughout the course.
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 and writing workshop. 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.
Through readings, writing assignments, and class discussions, each student should be able to execute a well-thought-out, well-written column.
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 writing.
Grading (based on a total possible grade of 100):
· Write five columns (10 points each; 50 points total)
· Participate in class discussion (15 points)
· Post and annotate two topical columns on course discussion page (5 points each; 10 points total)
· Write final project (20 points)
· Make final presentation to class (5 points)
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.
As much as is feasible, I 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.
Assignments:
Five Columns (10 points each; 50 points total)
· Must be between 750 to 850 words each, no shorter, no longer. You will be penalized if you miss the word count. Each assignment should be well researched or reported and have a clear topic, theme, and viewpoint. Each assignment must also be written with a specific publication in mind and an indication of why this column fits with that publication. Specific details required for columns 1 - 5 will be assigned throughout the semester. (Please include the word count on each column and label each column as #1, #2, #3, #4, and #5.) Late columns will not be accepted.
· You will be required to sign up for two in-class column critique dates at the beginning of the semester. The remaining three columns can be handed in throughout the semester, but must be handed in no later than Tues., April 15. You should decide on your target publication before writing each of your columns. 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.
· At the beginning of the Tuesday class prior to your in-class critique on Thursday, you should bring enough copies for everyone in class. 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 (15 points)
· Students are expected to do the assigned reading for each class and come prepared for discussion. You will be called upon in class.
· In addition to assigned reading, students are expected to read at least one column 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.
· Twice during the semester, each student will take a leading role for part of the discussion and analysis of the assigned readings for the week. (Due dates will be assigned during the first week of class. You are responsible for finding someone to switch dates with you if you have to miss a class for which you were scheduled for leading readings.)
· There will be at least two idea generation assignments due in class. (Due Tues., Feb. 4 & Tues., March 4.) The specific requirements for each of these assignments will be handed out in class and posted on the course page the week prior to when they are due. These will be central to class discussion on the weeks they are due. The idea generation assignments will not be graded, but incomplete assignments will affect your participation grade. For the second idea generation assignment, we will be meeting in the afternoon or evening of March 4, or the morning of March 5, in smaller groups to discuss your ideas handed in at the beginning of class on March 4. These meetings will be instead of class on Thurs., March 6.
· Each student will be responsible for writing drafts of at least two pitch letters. These are due on Tues., April 22. The specific requirements for these pitch letters will be discussed in class the week prior to when they are due.
Posting of Topical Columns to Course Discussion Page (5 points each; 10 points total)
· Twice during the semester, each student will post online in the discussion area of the course page a column from a current print or online publication – a topical column – and discuss how it specifically relates to the class discussions as well as its topic, theme, viewpoint, and overall execution. You should also be prepared to discuss specifics about the publication in which the column appears. A link to an online version of the column should be posted to the class discussion page at least 24 hours before it is due. You can choose to post an example of a column that works particularly well or one that you believe falls short, but you must discuss your reasons for thinking either way. As part of class discussion and participation, each student is responsible for reading one another’s posted topical columns as well as commenting upon them online.
· Due dates will be assigned during the first week of class. You are responsible for posting your scheduled topical columns at least 24 hours before the Tues. class date on which they are due. You may post them earlier, but not later than your scheduled due date. While you must post two topical columns, you are welcome to post as many topical columns to the discussion page as you like throughout the semester.
Final Project (20 points) (Due Tues., April 29.)
· Submit two revised columns (plus originals), two pitch letters, and one process paper.
· Based on professor and class response and your own evolved thinking, choose two of the columns you’ve written over the course of the class, revise them, hand them in no later than beginning of class on Tues., April 29. (Include copies of your two original columns with your final project.)
· 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 why the publication you’ve pitched is appropriate for each piece. (Maximum word count for the process paper is 800 words.)
Final Presentation (5 points) (Due Tues., April 29.)
· A final presentation should be based on your two revised columns: 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 Tues., April 29.)
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Required texts and other materials:
The weekly column reading assignments and due dates appear on the course calendar along with a url for that reading. There may also occasionally be additional online reading assignments or handouts. Links to these readings or pdfs should also appear in the course materials section of the online course page.
Attendance Policy:
Attendance is required. Missing classes, excused or unexcused, will affect your grade. Each missed class will result in five points deducted from your final 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:
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.
Accuracy: 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 double-checking facts are essential.
CALENDAR
WEEK 1
Session 1 & 2
Tues., Jan. 28 & Thurs., Jan. 30. Introduction to the class. Who we are, why we are here, and what we will do.
Schedules for in-class critiques, posting of topical columns, leading some aspect of in-class readings, and small groups for second idea generation assignment will be established. The first idea generation assignment will be distributed in class.
WEEK 2
Session 3 & 4
Tues., Feb. 4 & Thurs., Feb. 6. Where Do Good Ideas Come From? (Part I) Some thoughts on idea generation and brainstorming.
Due on Tues., Feb. 4 at beginning of class: Idea generation assignment due. (Bring copies for all class members.)
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 or http://www.lexisnexis.com.ezp-prod1.hul.harvard.edu/lnacui2api/api/version1/getDocCui?lni=536X-X6H1-JBG3-6351&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true
Tanya Filer, “Why PhD Students Need Overseas Opportunities to Broaden Their Minds,” The Guardian, May 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
James Warren, “Behind the Rise of Sex-Scandal-Tarred Politicians Eliot Spitzer and Anthony Weiner,” Daily News, July 14, 2013: http://www.nydailynews.com/opinion/waltz-back-article-1.1397579?print
Imran Sarwar, “YouTube and the Constitution,” The Express Tribune, April 19, 2013: http://tribune.com.pk/story/537246/youtube-and-the-constitution/
WEEK 3
Session 5 & 6
Tues., Feb. 11 & Thurs., Feb. 13. Targeting Your Column. Understanding a publication’s readership.
In-class critiques.
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/
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
Dhruv Khullar, “‘Good’ Patients, ‘Bad’ Patients,” The New York Times “Well” blog, April 11, 2013: http://well.blogs.nytimes.com/2013/04/11/good-patients-bad-patients/
WEEK 4
Session 7 & 8
Tues., Feb. 18 & Thurs., Feb. 20. Topic, Theme, and Research. What is it that makes you think you know enough to write this column?
In-class critiques.
Read by Tuesday:
David T.Ellwood, “If You Work, You Shouldn’t Be Poor,” The Washington Post, April 4, 1989: http://www.lexisnexis.com.ezp-prod1.hul.harvard.edu/lnacui2api/api/version1/getDocCui?lni=3SJF-8VJ0-002S-T15C&csi=8075&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true
Nicholas D. Kristof, “Our Lefty Military,” The New York Times, June 15, 2011: http://www.lexisnexis.com.ezp-prod1.hul.harvard.edu/lnacui2api/api/version1/getDocCui?lni=533R-BDY1-JBG3-64KR&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true
Bob Herbert, “Women at Risk,” The New York Times, August 7, 2009: http://www.nytimes.com/2009/08/08/opinion/08herbert.html?ref=bobherbert
O. Ricardo Pimentel, “Mostly White on Purpose,” Journal Sentinel, March 26, 2011: http://www.jsonline.com/news/opinion/118683209.html
Virginia Postrel, “The Fantasy of Survivalism,” The Wall Street Journal, April 9, 2011: http://online.wsj.com/article/SB10001424052748704013604576246900396124530.html
WEEK 5
Session 9 & 10
Tues., Feb. 25 & Thurs., Feb. 27. Viewpoint, Voice, and Endings. What do you see, how do you see it, and what do you want to leave your reader with?
In-class critiques.
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 or http://www.lexisnexis.com.ezp-prod1.hul.harvard.edu/lnacui2api/api/version1/getDocCui?lni=3SC4-9810-000P-22FG&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true
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://web.ebscohost.com.ezp-prod1.hul.harvard.edu/ehost/detail?sid=647667c6-3e20-4523-9c7d-7e30d94e7f2e%40sessionmgr4004&vid=1&hid=4101&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=mth&AN=60861471
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 11 & 12
Tues., March 4 & Small Group Meetings March 4 & 5. Where Do Great Ideas Come From? (Part II)
Due on Tues., March 4 at beginning of class: Idea generation assignment, part II. (Bring copies for all class members. You will sign up for smaller group meetings to discuss your ideas on the afternoon or evening of March 4 or the morning of March 5. These smaller groups are in lieu of class on Thurs., March 6.)
Read by Tuesday:
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
James Reston, “Who Elected the Times?” The New York Times, June 23, 1971.
http://search.proquest.com.ezp-prod1.hul.harvard.edu/docview/119120115?accountid=11311
Melinda Hennenberger, “On the Cover of the Rolling Stone: Evil in Soft Focus,” The Washington Post, July 18, 2013: http://www.washingtonpost.com/blogs/she-the-people/wp/2013/07/18/on-the-cover-of-the-rolling-stone-evil-in-soft-focus/