1
JAMS 661Fall 2011Jeff SmithMER 347
Sem 002 12:30-1:45 MW and Sem 003 3:30-4:45 MW
SEMINAR IN MEDIA COMMUNICATION AND SOCIETY
War News, Entertainment, and Persuasion
The news, entertainment, and opinion media seek audiences and revenue, but often deal with sensitive topics. The experiences of armed conflict are typically represented in ways intended to serve the purposes of the communicator. The meaning making can be analyzed with media studies concepts such as agenda setting, framing, myth, news management, press freedom, propaganda, professionalism, public relations, self-censorship, and sensationalism. Students in this course use skills in research, discussion, writing, and critical thinking to investigate how wars test cultural values and indicate where power actually resides. Course presentations will analyze mediated communication with references to professional standards, industry objectives, laws, public opinion, and military-presidential practices.
Required text:Smith, Jeffery A. War and Press Freedom: The Problem of Prerogative Power (1999). (Copies will be loaned to students at no cost.)
Grading: The course grade will be based ona research paper (40%),weekly discussion posts on D2L (20%), two assignments (10% each), an open-book, a take-home final examination essay (10%),and in-class participation and oral presentations of the assignments and research paper (10%). The main criteria for grading written work will be clarity and correctness of writing style, quality and quantity of primary (documenting information) and secondary (scholarly) sources used, and soundness and sophistication of understanding and analysis. The main criteria for spoken contributions will be how logical, informed, and substantial the observations are. Assignment and course average grades (which are not rounded up) will be: 95-100 A, 92-94 A-, 89-91 B+, 86-88 B, 83-85 B-, 80-82 C+, 77-79 C, 74-76 C-, 71-73 D+, 68-70 D, 65-67 D-, below 65 F.
My office hours in 135 Johnston Hall (229-6851) are 2 p.m. to 3:15 p.m. on Mondays and Wednesdays. Appointments can be made for other times. E-mail: . Consider me readily available for consultation and questions.
The class D2L site has the syllabus, weekly topics, a discussion forum, videos, and handouts. D2L sites are at
Research papers are expected to expand existing knowledge by providing an original interpretation of events and trends. In order to understand and write about the forces at work, scholars need a sufficient number of high-quality primary sources (first-hand material from the time period being examined) and secondary studies (peer-reviewed scholarship about the topic). A critical evaluation of previous research will show the gaps and debates the paper can address. To focus the project, fill in the blanks: I am studying ______to discover ______to understand ______.
Communication effects are difficult to document, but the analysis of the creation of media products can include factors such as individual decisions (biography, intellectual context, etc.), media practices (such as sensationalism), extra-media occurrences (such as wars), and ideologies (general systems of beliefs and values such as democracy). Determine the concepts (e.g., media ethics, moral panic, marketplace of ideas, etc.), criteria (ethical, philosophical, prudential, etc.), and level(s) of analysis (e.g., individual, group, organization, nation, etc.) to use.
All of the written work for the course is strengthened by solid research. Common problems with the research paper are 1) a lack of digging into primary sources (including media content) in order to have something fresh to interpret 2) a failure to cite relevant secondary sources on the precise topic and/or somewhat larger subjects and 3) research questions that are too broad, not researchable, or without a problem to solve.
Good places to begin research are Google Scholar( Google Books( and the UWM library homepage ( where you can find the PanterCat book catalogue, library guides, and databases (“Resources A-Z”) that include full-text articles.
The instructor will suggest sources for each research paper. UWM librarians can also be helpful. To locate books in PantherCat, try subject searches such as: Freedom of the Press—United States; Propaganda; Reporters and Reporting—United States—History; War and Emergency Legislation—United States; War Correspondents; War Films; and War Photographers.
Library databasesare helpful for locating scholarship, much of which is available in full-text versions. Recommended UWM library Web site databases for articles: Academic Search (various academic fields), America: History and Life (history), Lexis-Nexis (law and journalism), Military Library (military), and Readers Guide (magazines). WorldCat is especially helpful for finding scholarly, media, and archival materials. For these and other databases, go to:
Booksand articles not available at UWM can be obtained through inter-library loan at Books will be delivered to the UWM library circulation desk. (Try the U.W. System search for best and quickest results.) Articles will be sent by e-mail.
The Wisconsin Historical Society has one of the nation’s best media history collections. Materials from those holdings can be delivered to the UWM library archive room ( for your use. Search at: For archival sources in Wisconsin, go to:
For many additional primary sources, consult the Library Resources and Web and Database Resources for Media History handouts for this course on D2L.
Thinking and learning about course topics are not limited to each class meeting. By 10 p.m. on Friday of each week students are required to post 50 to 100 words on that week’s D2L discussion forums. Each post should be a discerning reflection based on some primary (documents and media coverage) or secondary (scholarly) source research that goes beyond what has been presented in class discussions or materials. The purpose is not to repeat or evaluate course content. The purpose is rather to extend the thought and information gathering processes already begun. A post should relate the week’s topic to additional facts or perspectives while offering a fresh insight or critique.
Participants in seminars such as this one are expected to communicate the results of their individual inquiries on the general topic. Oral presentations of the class assignments and of the research papers should provide necessary context and summarize main points. Brief use of video or Internet material is possible. Make clear and concise arguments backed by stated evidence. Avoid simply reading notes. Five minutes will be allowed for assignments and ten minutes for research papers. Some additional time will be available for questions or comments.
Schedule
September 7: Introduction.
Introductions. Syllabus.
Larger issues for discussion: How should we think about war? What purposes does it have? What do we want to know about the role of the media in war today?
D2L Handouts: SPJ Code of Ethics, Media Studies Concepts, From The Craft of Research, Research Paper Steps, Sherlock Holmes Methods.
September 12 and 14: Current Coverage of War.
Show-and-tell oral presentations: Bring a war-related opinion piece, news story, or persuasive message from the print media to describe and critically analyze with criteria (ethical, conceptual, philosophical, prudential, etc.) you specify. Plan on five minutes for presentations followed by two minutes for discussion. Please provide a photocopy of the journalism being analyzed (or a key portion if it is a longer piece) for the instructor and each member of the class. The presentation is part of the participation grade and is not turned in.
Larger issue: Should war be a subject of humor?
Site: Food Fight (abridged, animated history of war):
Schedule Assignment 1 presentation times.
September 19 and 21: Media Performance, Theories, and Concepts.
Assignment 1 presented in class on Monday or Wednesday and due in the D2L drop box at 10 p.m. on Thursday. Length: 500 words. Write a letter to the editor, op-ed piece, journalism review column, or blog to evaluate a specific example (include a link) of media performance on a war-related subject with selected ethical criteria (e.g. those found on the SPJ and ASNE sites), philosophical (e.g., democratic processes) perspectives, or media studies concepts you state. Do not use more than 50 words merely describing what is in the example. Please distribute copies of the assignment to the instructor and each member of the class. Attach a copy of the example if possible.
Larger issues: Which media studies theories and concepts seem to be the most and least credible and useful? Why? What monitorial (supplying information), facilitative (supporting processes), radical (critiquing the status quo), and collaborative (cooperating with authorities) roles do the media play?
Sites on critical thought:
Site on media studies:
UWM library databases with media studies concepts (under Resources A-Z):
ComAbstracts
Communication and Mass Media Complete
September 26 and 28: Power and Press Freedom in Wartime.
Text reading: Smith, pp. vii-125. Each student is required to bring one discussion question about the text material.
Larger issues: How much power should a president have in wartime? What does the press clause protect? Is James Madison’s absolutism too radical? How and why is freedom of expression violated in wartime? What roles do human emotions and political biases play in wartime suppression? How and why did battlefield censorship arise in American history?
October 3 and 5: Power and Press Freedom in Wartime.
Text reading: Smith, pp. 127-228. Each student is required to bring one discussion question about the text material.
Larger issues: How has wartime censorship been bureaucratized and what techniques have been used? Should military-presidential power be used to decide what the public should know about armed conflict? What is constitutional, just, and practical? How do the media frame war? What perspectives are missing from the discussions?
Schedule individual meetings and Assignment 2 presentation times.
October 10 and 12: Individual meetings with the instructor on research projects. 135 JOH. No class meetings this week.
October 17 and 19: Analyzing and Advising.
Assignment 2 presented in class on Monday and Wednesday and due in the D2L drop box at 10 p.m. on Thursday. Length: 500 words. Choose one of two options: 1) Use primary and secondary sources to write a case study of war-related suppression of information or expression. Critically analyze the reasoning used in the suppression and discuss the outcomes. 2) Write a briefing paper advising the president of the United States on a media policy or practice issue (such as a leak, suppression, or propaganda) that his administration has recently faced or may soon face in the area of national defense. (You can find topics by examining recent media stories, journalism reviews such as American Journalism Review, trade journals, and the Web sites of professional organizations such as the Society of Professional Journalists and media watchdog groups such as Fairness and Accuracy in Reporting.) The briefing paper should consist of a). up to 100 words of background information and b). a list of talking points backed up by facts and logic supporting your position and answering objections that may arise. Try to make your solutions constitutional, just, and practical. Please distribute copies to the instructor and each member of the class when the presentation begins.
October 24 and 26: The Safety of Journalists.
Larger issues: What are the dangers in war coverage and what precautions can reporters take? What reasons do they have for taking dangerous assignments?
October 31 and November 2: Seeking Solutions.
Research Paper Prospectuses discussed in class (up to five minutes each) on Wednesday and due in the D2L drop box by 10 p.m. Thursday. A one- to two-page summary of the topic that includes 1) title, 2) main primary (documents etc.) and secondary (scholarly) sources, 3) research question or thesis statement and 4) brief outline. Please bring a copy for each member of the class and the instructor. The prospectus itself will not be graded, but will provide information that the instructor and others can use to make suggestions.
Larger issues: Can the media contribute to the resolution of armed conflicts?
Recommended reading on D2L: Smith, Jeffery A. “The Media and Moral Force.” Keynote address, symposium on Media, War, and Terrorism, Hebrew University, Jerusalem, Israel, May 20, 2002.
November 7 and 9: War Photographs and Documentaries.
Larger issues: What “evidence” does photography supply? When should self-censorship be used on images of war?
November 14 and 16: Wartime Propaganda and Public Relations.
Larger issues: How is wartime propaganda constructed and for what purposes?
Schedule individual meetings on research projects.
November 21: Hollywood Imagery.
Larger issues: How does the motion picture industry respond to official and unofficial war-related pressures? How do commercial forces and directors’ objectives affect the messages?
November 28 and 30: Individual meetings with instructor on research projects. 135 JOH. No class meetings this week.
December 5 and 7: Militainment and Military Promotions.
Larger issues: How are military goals sold to the public? What persuasion techniques are being used and what media studies theories and concepts can help to analyze the content? What stands up to scrutiny and what does not if we apply ethical standards?
Schedule research paper presentation dates.
December 12 and 14: Research Paper Presentations.
Research papers summarized in class on Monday or Wednesday and turned in to the D2L drop box no later than 10 p.m. on Thursday. Length: 2,000 to 2,500 words. Analyze a media and war topic chosen in consultation with the instructor. Use a correct note or reference style, the D2L writing handouts, and the format described below. Presentation time (including Q&A): maximum of ten minutes. Video, Internet materials, PowerPoints, and/or handouts may be used.
D2L Handouts: Academic Writing, Common Writing Issues.
The research paper format should be:
1)a title page with your name
2)an introductory section of a paragraph or two to interest the reader in the topic, problem(s), larger issue(s), and criteria (ethical, prudential, philosophical etc.) or media studies concept(s) the study addresses
3)a paragraph or two critically reviewing previous scholarship on the paper’s general and/or specific topic and indicating what gaps or debates exist
4)an explicit research question (a thesis statement is acceptable) growing out of the scholarly literature review
5)a topically or chronologically organized “body” of the paper consisting mostly of pertinent primary-source evidence (including, for our purposes, past media content) found in a research institution, government repository, and/or electronic databases
6)a paragraph or two of conclusion summarizing the findings and their significance for understanding the historical issues and media concepts or criteria identified earlier
Footnotes, endnotes, or in-text references should document your use of sources beyond your own thought processes. (A bibliography of works cited is not necessary if footnotes or endnotes are used.) Documentation is not needed for well-known facts (e.g., terrorist attacks occurred on September 11, 2001), but too much is better than too little. Your software should be able to put Arabic numerals on notes and put them in order and in the right place. For note and reference styles, see:
Many scholars use the Chicago/Turabian note style described at:
Examples of Chicago note style can be found in the War and Press Freedom book. Below are some examples of Chicago note (not bibliographic) style:
BOOKS [First, paperback, and revised editions]
1. Jeffery A. Smith, War and Press Freedom: The Problem of Prerogative Power (New York: Oxford University Press, 1999), 91-125; Walter Lippmann, A Preface to Morals (New York: Macmillan, 1929; New York: Time Inc., 1964), 159-60; Hanno Hardt, Social Theories of the Press: Constituents of Communication Research, 1840s to 1920s, 2nd ed. (Lanham, Md.: Rowman and Littlefield, 2001).
CHAPTER IN AN EDITED COLLECTION
2. Jeffery A. Smith, “The Enticements of Change and America’s Enlightenment Journalism,” in Media and Revolution: Comparative Perspectives, ed. Jeremy D. Popkin (Lexington: University Press of Kentucky, 1995), 74-89. [Popkin edited a book of chapters by others.]
SCHOLARLY JOURNAL ARTICLE [i.e., the kind with lots of footnotes]:
3. Helen Lefkowitz Horowitz, “Victoria Woodhull, Anthony Comstock, and Conflict over Sex in the United States in the 1870s,” Journal of American History 87 (September 2000): 403-34. [87 is the volume number.] Note: Issue number may be given instead of month or season (e.g., Journal of American History 87, no. 2 (2000): 403-34).
MAGAZINE ARTICLE:
4. F.B. Sanborn, “Journalism and Journalists,” Atlantic Monthly, July 1874, 55-66. [Page number is optional.]
NEWSPAPER ARTICLE:
5. Bernard Weinraub, “Loosening a Strict Film Rating for ‘South Park,’” New York Times, June 29, 1999, national edition. [Page number is usually omitted but the edition is useful if an issue has different versions.]
MANUSCRIPT LETTER IN ARCHIVE:
6. John Smith to Mary Jones, March 12, 1921 [or 12 March 1921]. John Smith Papers, Yale University Library [add city and state if archive is not generally known].
INTERVIEWS AND PERSONAL COMMUNICATIONS:
7. Mary Jones, interview by John Smith, February 2, 2010, Movie Star Oral History Collection, Wisconsin Historical Society, Madison, Wis.
8. William Johnson, e-mail to the author, January 24, 2011.
DISSERTATION:
9. Linda Kay Bates, “Toward the Heart of Darkness: Benjamin Franklin’s Satires” (PhD diss., University of California, Davis, 1981), 12.
SHORTENED SECOND REFERENCES:
10. Smith, War and Press Freedom, 32.
11. Smith, “The Enticements of Change,” 75.
12. Horowitz, “Victoria Woodhull,” 404.
13. Ibid., 405. [different page in immediately preceding reference]
14. Jones, interview.
SITE CONTENT [use only if it’s the best possible source!]:
15. Board of Regents, “Rules and Policies,” University of Wisconsin System, (accessed January 24, 2011).
ONLINE JOURNALS, MAGAZINES, AND NEWSPAPERS:
Generally, cite as you would a print version (minus the page numbers), but after the date place a comma, the URL, and date accessed [e.g., Mary Jones, “The Marketplace of Ideas,” Journal of the Internet 1 (December 2004), (accessed January 24, 2011).].
USE ITALIC TYPE for the titles of books, newspapers, magazines, journals, movies, Web sites, long musical compositions, comic strips, works of art, and radio or television programs.