Mass Media / Instructor: Russell Rice, M.Ed.
2009-2010 /

Textbook

Campbell, R., Martin, C., & Fabos, B. (2009). Media & Culture: An Introduction to Mass Communication with 2009 Update (6th ed.). Boston: Bedford/St. Martin’s.

Course Description

Mass Media is a semester-long English elective course open to all students who have successfully completed a year of English 9. In the Mass Media course, students will explore the arguments and messages found in the media that surround us, including television, film, radio, Internet, print publications, and electronic media (such as Podcast and Twitter). Students will learn to “read” and write about media as they would any other text, looking for the tools and techniques of argument and artistry in media. Students will also produce their own media texts. While exploring media and communication, students will learn to become critical evaluators of the information that surrounds them. The textbook will be used to help students become more skilled at reading, and written assignments will build and reinforce good writing habits.

Course Content and Loose Timeline

  • An Introduction to Mass Communication – Chapter 1
  • The Internet and New Technologies – Chapter 2
  • Sound Recording and Popular Music – Chapter 3
  • Popular Radio and the Origins of Broadcasting – Chapter 4
  • Television and the Power of Visual Culture – Chapter 5
  • Cable and the Specialization of Television – Chapter 6
  • Movies and the Impact of Images – Chapter 7
  • Newspapers and the Rise of Modern Journalism – Chapter 8
  • Magazines in the Age of Specialization – Chapter 9
  • Books and the Power of Print – Chapter 10
  • Advertising and Commercial Culture – Chapter 11
  • Legal Controls and Freedom of Expression – Chapter 16

Course Requirements and Grading Policy

Because this class is driven by designated learning targets and goals, if students do not complete assignments, I cannot see them demonstrating learning, and I will be unable to designate a passing grade. Grades for this course will depend on a number of types of assignments.

Category / % of term grade
Quizzes/Exams / 40%
Reading Journal / 30%
In-Class Activities and Discussions / 20%
Final Research Project and Presentation / 10%

Late work receives a 10% deduction if turned in one school day late, 20% if two school days late, and no credit afterward. Students with trouble meeting due dates should approach the teacher for a private conversation immediately. I am willing to work with you if you communicate with me!

Quizzes/Exams – 40% of term grade

Exams and quizzes are useful for assessing a student’s ability to demonstrate a concept or skill. Frequent in-class quizzes will be given; students should expect at least one quiz per class day. For every quiz or exam administered, students will have been given the opportunity to do any type of work that is assessed. During the days leading up to any exam, students will have the opportunity to raise any questions of concern about the upcoming test. Take-home type exams may be given at times. These exams are given in part to reduce the stress of taking a test under the time restraints of a class period at school, providing students with the opportunity to thoughtfully reflect and form responses before answering test prompts. Quizzes and exams will be scored based on percent of total points earned.

Reading Journal – 30% of term grade

Reading and writing are integral parts of the discipline of English/Language Arts. In this class, students will develop critical reading and writing skills similar to what people do as professionals. Students will be required to maintain a reading journal that reflects their developing understanding of themselves as a maturing reader. Writing in response to readings will take many forms, yet students will always focus on expressing and explaining themselves clearly using the written word. Although content expectations will vary for each journal entry, scoring will be roughly based as follows:

  • 10 (100%) A score of ten is given to those assignments that demonstrate consistently sophisticated thinking and application of concepts. The student's skill and knowledge are immediately apparent. These assignments are well-written, thoughtful, insightful, and look good as well. Impressive "A" level work all around, with maybe a couple minor slip-ups. Student writing is on topic (addresses question, prompt, or assignment); writing is clear and free from ambiguity; student’s position is strongly backed with evidence from texts, in-class discussion, and/or personal experience.
  • 8-9(80-90%) A score ofeight or nine is given to those assignments that demonstrate good understanding and application of the concepts. These assignments generally lack the consistency of those graded ten, yet are still well-written, thoughtful, and obviously show the student took the time to present quality work. Student writing is on topic (addresses question, prompt, or assignment); writing is clear yet occasionally ambiguous; student’s position is significantly backed with evidence from texts, in-class discussion, and/or personal experience.
  • 7 (70%) A score ofseven is given to those assignments that are complete, yet lack full answers or application of the concepts. These assignments may give the "short" answer that is accurate yet fails to providesignificant investigation. Aseven is also given where the student's demonstration of knowledge and/or skill is obviously inconsistent, and most answers do not meet the standards of an eight. Student writing is on topic for the greater part of written piece (addresses question, prompt, or assignment); writing is mostly clear yet regular ambiguities exist; student’s position is sometimes or weakly backed with evidence from texts, in-class discussion, and/or personal experience.
  • 6 (60%) A score ofsix is given to those assignments that reflect little understanding, comprehension and skill. Mostanswers on these assignments are altogether too brief to demonstrate insightful thinking, yet the responses do demonstrate a passable level of grade-appropriate knowledge and skill. Asix may also be given to an assignment that does not demonstrate care in preparation. Student writing is generally not on topic (addresses question, prompt, or assignment); writing presents some clarity, but for the most part is ambiguous; student’s position is weak or not backed with evidence from texts, in-class discussion, and/or personal experience.
  • 5 (50%) A score of five is given to those assignments that do not demonstrate a passable level of grade-appropriate knowledge and/or skill. A five may also be given if the student's submission is missing a key aspect of the assigned work. Assignments scored a five do reflect some level of understanding and skill, yet not to an acceptable standard.
  • 1 (See Teacher) A score of one is a marker that the student must see the teacher in order to clarify some aspect of the assignment. This meeting with the teacher might be a simple matter of clarifying a sentence, or it could result in a request that the student re-submit a revised, improved version of the same assignment. A one is to be considered a temporary grade unless the student does not follow-up with the teacher, in which case the grade of one will remain.
  • 0 (not submitted) A 0 is assigned when no work is submitted or the student did not complete a majority of the assignment.

Certain "quick" assignments may simply be visually checked for an acceptable level of completion. These minor assignments are graded as follows:

  • 5 (100%) A score of five means that upon visual inspection and review the student obviously fully understood and applied the necessary skill and knowledge.
  • 3 (60%) A score of three means that upon visual inspection and review the student obviously did not fully understand and apply the skill and knowledge. These assignments scored a three almost always are of low quality, often "thrown together" just before class.
  • 0 (not prepared) A score of zero is assigned when the student is not prepared to show his or her "quick check" assignment.

In-Class Activities and Discussions – 20% of term grade

Becoming an informed participant and consumer in a world increasingly filled with media messages requires purposeful attention and participation. People who consider their own environment with an ear to a variety of “voices” become better-informed thinkers and decision makers. Students will be required to demonstrate they are participating in knowledge building by participating in class activities and discussions. Although participation is not required every day, some activities and discussions, by their nature, require student input in order for the instructor to assess developing knowledge. Students will know ahead of time if participation is required for grading purposes. These activities and discussions vary in complexity, form, and point value. In general, credit will be awarded as follows:

  • A – Student obviously understands the concept(s) and applies them in the activity/discussion skillfully.
  • B – Student mostly understands the concept(s) and applies them in the activity/discussion skillfully; however, one aspect of student knowledge/understanding requires a small amount of additional attention.
  • C – Student generally understands the concept(s) and applies them in the activity/discussion; however, the student’s participation reveals a deficiency of knowledge/understanding that requires purposeful attention.
  • D – Student understands a minimum acceptable level of the concept(s) and applies this understanding in the activity/discussion; the student’s participation revealed serious deficiencies of knowledge that require purposeful attention.
  • F – Student’s participation reveals significant shortfalls in knowledge/understanding to the extent that a minimum acceptable level is not reached.

Final Project – 10% of term grade

The final project for Mass Media involves research, persuasive writing, and a presentation component. Students may select from one of three options:

  • Option One: Students incorporate aspects of advertising (Chapter 11) to create an advertising campaign for a real or imagined product or service. Students must research competing product/service advertising and marketing efforts, create unique, original advertising concepts for their own product/service, present those concepts to the class, and explain how their own efforts will succeed in reaching their target audience.
  • Option Two: Students find a current or historical piece of advertising (in any medium) and subject it to critical, academic investigation. Students identify such elements as the intended audience, specific strategies used on the part of the advertisement’s creators, and either explain the ad’s success (or failure) or (if a current ad) probability for success (or failure). Students present their advertisement and evaluation to the class.
  • Option Three: Students select a topic of personal interest from those covered during the course and conduct an academic research investigation to answer a particular question relating to the topic. Essential questions will be developed with the assistance of the teacher, students will conduct research to answer the question(s), and findings will be presented to the class.

Course Goals and Targets

Reading

  1. The student understands and uses different skills and strategies to read
  2. Use vocabulary (word meaning) strategies to comprehend text
  3. Build vocabulary through wide reading
  1. The student understands the meaning of what is read
  2. Demonstrate evidence of reading comprehension
  3. Understand and apply knowledge of text components to comprehend text
  4. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text
  5. Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text
  1. The student reads different materials for a variety of purposes (3)
  2. Read to learn new information
  3. Read for career application
  1. The student sets goals and evaluates progress to improve reading (4)
  2. Assess reading strengths and need for improvement

Writing

  1. The student writes clearly and effectively
  2. Develop concept and design – develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively
  3. Use style appropriate to the audience and purpose – use voice, word choice, and sentence fluency for intended style and audience
  1. The student writes in a variety of forms for different audiences and purposes
  2. Write for different audiences
  3. Write for different purposes – tell stories, present analytical responses to literature, persuading, convey technical information, complete a team project, explain concepts and procedures
  4. Write in a variety of forms – journals, poems, essays, stories, research reports, and technical writing
  1. The student understands and uses steps of the writing process
  2. Prewrite – generate ideas and gather information
  3. Draft – elaborate on a topic and supporting ideas
  4. Revise – collect input and enhance text and style
  5. Edit – use resources to correct spelling, punctuation, grammar, and usage
  6. Publish – select a publishing form and produce a completed writing project to share with chosen audience
  1. The student analyzes and evaluates the effectiveness of written work
  2. Assess own strengths and needs for improvement – analyze effectiveness of own writing and set goals for improvement
  3. Seek and offer feedback
Communication
  1. The student uses listening and observation skills to gain understanding

1.1.Focus attention

1.2.Listen and observe to gain and interpret information

1.3.Check for understanding by asking questions and paraphrasing

  1. The student communicates ideas clearly and effectively

2.1.Communicate clearly to a range of audiences for different purposes

2.2.Develop content and ideas – develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; speak coherently and compellingly

2.3.Use effective delivery – adjust speaking strategies for a variety of audiences and purposes by varying tone, pitch, and pace of speech to create effect and aid communication

2.4.Use effective language and style – use language that is grammatically correct, precise, engaging and well-suited to topic, audience, and purpose

2.5.Effectively use action, sound, and/or images to support presentations

  1. The student uses communication strategies and skills to work effectively w/ others

3.1.Use language to interact effectively and responsibly with others

3.2.Work cooperatively as a member of a group

3.3.Seek agreement and solutions through discussion

  1. The student analyzes and evaluates the effectiveness of formal and informal communication

4.1.Analyze mass communication

4.2.Analyze how mass communication is used in career settings

I have read and understand the course requirements and grading policy.