Mass Media, 1 credit
Sun Yung Shin
Room 307
teaching site: http://sunyungshin.wikispaces.com
Sun Yung’s site www.sunyungshin.com
direct phone number 763-591-4729
Students engage in a broad study of mass media and develop media literacy skills.
Traditional literacy is the ability to understand, analyze, and use print to communicate. Media literacy adds the ability to apply these skills to images, sound, and multimedia formats.
Grading:
Homework/essays 40%
Participation 40%
Tests/quizzes 20%
Mass Media
- Corporatization of media
o Documentary Manufacturing Consent with Noam Chomsky dir. Mark Achbar and Peter Wintonick 1992
- What is a corporation?
o Documentary The Corporation dir. Mark Achbar, Jennifer Abbott, Joel Bakan 2004
- Corporate media giants
o Documentary Outfoxed: Rupert Murdoch’s War on Journalism dir. Robert Greenwald 2005
Public Relations
- The architecture of capitalist society and the corporate regulation of public opinion
o The Insider dir. Michael Mann 1999 (suit against Big Tobacco)
Propaganda
- Study historical and contemporary examples
- Student-created organization and propaganda
- Nazi propaganda films
o Documentary The Wonderful, Horrible Life of Leni Riefenstahl dir. Ray Müller 1993
Advertising
- Documentary The Merchants of Cool, PBS 2001
- http://www.pbs.org/wgbh/pages/frontline/shows/cool/
Television and TV Journalism
- Reality TV and Advertising
o Quiz Show dir. Robert Redford 1980
- McCarthyism and Edward R. Murrow
o Good Night and Good Luck dir. George Clooney 2005
- Broadcast News in the 70s and 80s
o Network dir. Sidney Lumet 1976
o Broadcast News dir. James L. Brooks 1987
- Broadcasting and Iraq
o Documentary Control Room dir. Jehane Noujaim 2004
- First Amendment Rights
o Documentary The First Amendment Project, Sundance Collection 2004
Books
New Journalism
o In Cold Blood by Truman Capote 1966
o In Cold Blood dir. Richard Brooks 1967
o Documentary Truman Capote
o Capote dir. Bennett Miller 2005
Newspapers
- Newspaper industry, values and mores
o The Paper dir. Ron Howard 1998
- Woodward and Bernstein
o All The President’s Men dir. Alan J. Pakula 1976
Magazines
- Illustrated History of Magazine Covers and Cover Lines http://aejmcmagazine.bsu.edu/Testfolder/
- Building a Magazine Story
- Downfall of a Unethical Writer
o Shattered Glass dir. Billy Ray
o Stephen Glass www.cbsnews.com/stories/2003/05/07/60minutes/main552819.shtml
Film
- 70s films, Vietnam War, cinematic violence, violence against women
o Documentary A Decade Under the Influence: The 70s Films that Changes Everything, IFC, dir. Richard LaGravenese and Ted Demme 2003
o Documentary The American Nightmare: A Celebration of Films from Horror’s Golden Age of Fright, IFC, dir. Adam Simon 2003
- Film Noir
o Characteristics of Film Noir http://history.sandiego.edu/gen/filmnotes/filmnoir.html
o Memento dir. Christopher Nolan 2001 (view twice)
- The Documentary
o Chronology of documentary history http://www.lib.berkeley.edu/MRC/docexhibit/docuchron.htm
o Muhammad Ali and the media
§ When We Were Kings dir. Leon Gast 1996
o Muckraking at the largest corporation in the world
§ Documentary Roger & Me dir. Michael Moore 1989
o Embedded journalism / social change
§ Children Underground dir. Edet Belzberg 2002
Radio and Sound Recording
- War of the Worlds dir. Orson Welles http://en.wikipedia.org/wiki/The_War_of_the_Worlds_(radio)
- Student radio dramas
Cable and Other Multi-Channel Services
- View: In 2006, film director Spike Lee made a four-hour documentary for HBO on Hurricane Katrina called When the Levees Broke: A Requiem in Four Acts, which was broken up into two parts. (Wikipedia)
The Internet and Media Art
- http://www.isoc.org/internet/history/brief.shtml
- Documentary The Net: The Unabomber, LSD, and The Internet dir. Lutz Dammbeck 2006
Video Gaming
- Documentary The Video Game Revolution dir. Greg Palmer 2004
- Article “Grand Theft Education: Literacy in the age of video games,” a forum, Harper’s Magazine, September 2006
- Video games, girls, and depictions of women
Political Cartoons
- Study contemporary examples
- 9 – 11 exhibit
- Research of a current world issue
- Student-created political cartoon
Theories and Effects of Mass Communication
- Marshall McLuhan
- Does media cause violence?
- Study of Columbine murders
o Bowling for Columbine dir. Michael Moore
Media Freedom, Regulation, and Ethics
- What is the FCC? www.fcc.gov
- Who owns the airwaves?
- Getting involved www.mediareform.org
Global Media
- Freedom of speech
- Foreign reporter assignment
Ethics: The worst academic offenses in western culture are cheating and plagiarism. That means, for this class, 1) Don’t turn in an assignment someone else wrote; 2) Don’t let someone else do a lot of rewriting or proofreading for you, although it’s fine to get feedback; and 3) Don’t copy phrases or sentences from book, articles or the Internet into your papers without citing them. The consequences for cheating and plagiarism can be as serious as failing the course, and in some places, being kicked out of school. In addition, it’s just plain not going to help you become a better writer.
Paper grading criteria
A/A–
Paper offers a clearly stated, interesting thesis which is supported with valid and sound arguments. The paper shows that the writer has thought about the assignment and developed his or her own ideas about it, instead of just offering minimal responses to the different components of the assignment. Interpretations of theories are sophisticated and supported with textual evidence; multiples sources are considered. Writing is between good and brilliant: the organization of the paper is clear, prose is good and grammar flawless.
B/B+
Paper offers a clearly stated thesis which is supported with for the most part valid and sound arguments. The paper stays on topic, considering all the relevant aspects of the assignment. Interpretations of theories are plausible and supported with textual evidence; more than one source is considered. Writing, including outline and grammar, is solid.
B–
Paper offers a thesis and attempts to support it with arguments. However, the thesis is simplistic and/or the arguments weak or unconnected to the thesis. Interpretations are weak or problematic, textual evidence minimal or weak. Paper only uses one textual source. Writing and organization have problems that affect readability
C/C+
Paper offers a minimal thesis and minimal or no arguments in its support. Interpretations thoroughly misguided and/or unsupported with any evidence. Writing — both at the level or paper organization and grammar — seriously problematic.
D+/C–
No thesis, no arguments or no textual evidence. Organization incoherent, writing very awkward and unintelligible.
D/F
No thesis, no arguments, no evidence. Writer has no conception of most rudimentary aspects of writing (paragraphs, outline).
The coursework in Mass Media & Writing for the Public fulfills the following Minnesota State Standards in Language Arts & Communication:
READING AND LITERATURE
A. Word Recognition, Analysis, and Fluency
B. Vocabulary Expansion The student will apply a variety of strategies to expand vocabulary.
1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing.
2. Determine the meaning of unfamiliar words and metaphors by using dictionaries, context clues and reference books.
3. Identify and analyze analogies.
4. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.
5. Understand the meaning of unknown words using derivations, such as word roots and word origins.
C. Comprehension The student will understand the meaning of informational, expository or persuasive texts, using a variety of strategies and will demonstrate literal, interpretive, inferential and evaluative comprehension.
1. Monitor comprehension and know when and how to use strategies to clarify the understanding of a selection
2. Comprehend and evaluate the purpose, accuracy, comprehensiveness, and usefulness of informational materials.
3. Analyze and draw accurate conclusions about information contained in warranties, contracts, job descriptions, technical descriptions and other informational sources,
selected from labels, warnings, manuals, directions, applications and forms in order to complete specific tasks.
4. Analyze a variety of nonfiction materials selected from journals, essays, speeches, biographies and autobiographies.
5. Summarize and paraphrase main idea and supporting details.
6. Trace the logical development of an author's argument, point of view or perspective and evaluate the adequacy, accuracy and appropriateness of the author's evidence in a
persuasive text.
7. Make inferences and draw conclusions based on explicit and implied information from texts.
8. Evaluate clarity and accuracy of information, as well as the credibility of sources.
9. Identify, understand and explain the various types of fallacies in logic.
10. Synthesize information from multiple selections in order to draw conclusions, make predictions, and form interpretations.
D. Literature The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts.
1. Read, analyze and evaluate traditional, classical and contemporary works of literary merit from American literature.
2. Read, analyze and evaluate traditional, classical and contemporary works of literary merit from British literature.
3. Read, analyze and evaluate traditional, classical and contemporary works of literary merit from civilizations and countries around the world.
4. Evaluate the impact of an author’s decisions regarding word choice, point of view, style and literary elements.
5. Analyze, interpret and evaluate the use of figurative language and imagery in fiction and nonfiction selections, including symbolism, tone, irony and satire.
6. Analyze and evaluate the relationship between and among elements of literature: character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme and conflict/resolution.
7. Evaluate a literary selection from several critical perspectives.
8. Analyze classic and contemporary poems for poetic devices.
9. Analyze the characteristics of literary forms.
10. Interpret the effect of literary and structural devices.
11. Demonstrate how literary works reflect the historical contexts that shaped them.
12. Synthesize ideas and make thematic connections among literary texts, public discourse, media and other disciplines.
13. Read, analyze, and critique dramatic selections by comparing and contrasting ways in which character, scene, dialogue, and staging contribute to the theme and the
dramatic effect.
14. Respond to literature using ideas and details from the text to support reactions and make literary connections.
15. Read from and respond to a variety of fiction, poetic and nonfiction texts of increasing complexity for personal enjoyment.
WRITING
A. Types of Writing The student will write in narrative, expository, descriptive, persuasive and critical modes.
1. Plan, organize and compose narrative, expository, descriptive, persuasive, critical and research writing to address a specific audience and purpose.
B. Elements of Composition The student will engage in a writing process with attention to audience, organization, focus, quality of ideas, and a purpose.
1. Generate, gather, and organize ideas for writing.
2. Develop a thesis and clear purpose for writing.
3. Make generalizations and use supporting details.
4. Arrange paragraphs into a logical progression.
5. Revise writing for clarity, coherence, smooth transitions and unity.
6. Apply available technology to develop, revise and edit writing.
7. Generate footnotes, endnotes and bibliographies in a consistent and widely accepted format.
8. Revise, edit and prepare final drafts for intended audiences and purposes.
C. Spelling, Grammar, and Usage The student will apply standard English conventions when writing.
1. Understand the differences between formal and informal language styles and use each appropriately.
2. Use an extensive variety of correctly punctuated sentences for meaning and stylistic effect.
3. Edit writing for correct grammar, capitalization, punctuation, spelling, verb tense, sentence structure, and paragraphing to enhance clarity and readability:
a. Correctly use reflexive case pronouns and nominative and objective case pronouns, including who and whom.
b. Correctly use punctuation such as the comma, semicolon, colon, hyphen, and dash.
c. Correctly use like/as if, any/any other, this kind/these kinds, who/that, and every/many when they occur in a sentence.
d. Correctly use verb forms with attention to subjunctive mood, subject/verb agreement, and active/passive voice.
e. Correctly use the possessive pronoun before the gerund.
D. Research The student will locate and use information in reference materials.
1. Use print, electronic databases and online resources to access information, organize ideas, and develop writing.
2. Identify key terms specific to research tools and processes.
3. Narrow the focus of a search by formulating a concise research question or thesis.
4. Develop a research plan.
5. Evaluate and organize relevant information from a variety of sources, verifying the accuracy and usefulness of gathered information.
6. Produce a report with detailed evidence to support a thesis.
7. Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
8. Understand plagiarism and its consequences, and identify ethical issues of research and documentation.
9. Organize and synthesize information from a variety of sources and present it in a logical manner.
10. Credit sources for both quoted and paraphrased ideas.
11. Cite sources of information using a standard method of documentation, such as a style sheet from the Modern Language Association (MLA) or from the American
Psychological Association (APA).
12. Proofread the final copy, format correctly and prepare the document for publication or submission.
SPEAKING, LISTENING AND VIEWING
A. Speaking and Listening The student will demonstrate understanding and communicate effectively through listening and speaking.
1. Distinguish between speaker’s opinion and verifiable facts and analyze the credibility of the presentation.
2. Deliver a speech in a logical manner using grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.
3. Understand the relationship between nonverbal, interpersonal, and small group communication.
4. Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)
5. Understand the effects of media on society and culture.
6. Identify and understand essential elements, skills and implications of persuasion, argumentation, and debate as essential oral skills.
7. Apply assessment criteria to self-evaluation of oral presentations.
C. Media Literacy The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas.