Writing Course Review Form(5/4/09)

I. General Education Review – Writing Course

Dept/Program
Subject / Media Arts / Course # (i.e. ENEX200) / MAR UG 450
Course Title / Topics in Film and Media
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name / Signature / Date
Instructor / Andrew Smith / 01/26/10
Phone / Email /
Program Chair / Rick Hughes / 01/26/10
III Overview of the Course Purpose/ Description:Provides an introduction to the subject matter and explains course content and learning goals.
The goal of this class is to engage in in-depth study into the current “state of the art” of fiction-based television. Each student will research a given area of fiction television (the sit-com, serial drama, dramedy, faux reality shows, web-based series, etc.) and write a research paper based in the area.
IV Learning Outcomes:Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new concepts / It must pursue a sophisticated line of academic inquiry by asking that requires research from varied sources.
You must find, evaluate, analyze and synthesize information from diverse source material effectively. Diverse is in bold to remind you that the Internet is a convenient source, but not the only one.
Formulate and express opinions and ideas in writing / Learn logical linkage of judgments and evidence; Use transitions that connect a series of ideas and evidence
Compose written documents that are appropriate for a given audience or purpose / Identification of the audience and usage of a voice that is consistent & appropriate to the audience & purpose
Revise written work based on constructive comments from the instructor / The outline of deadlines in the syllabi includes due dates for the rough draft, the return of feedback from the instructor, the refined draft, and then further feedback from the instructor before submission of the completed final draft.
Find, evaluate, and use information effectively (see / Students must find, evaluate, analyze and synthesize information from diverse source material effectively. Diverse is in bold as a reminder that the Internet is a convenient source, but not the only one.
Begin to use discipline-specific writing conventions / WRITING REQUIREMENT 1—TERM PAPER (40%)
The goal of this class is to engage in in-depth study into the current “state of the art” of fiction-based television. Each student will research a given area of fiction television (the sit-com, serial drama, dramedy, faux reality shows, web-based series, etc.) and write a research paper based in the area.
WRITING REQUIREMENT 2—ONLINE BLOG (20%)
Each week you will post a topic related to either your term paper or other research you are undertaking as part of your collaborative project. COLLABORATIVE PROJECT (25% total 5% writing)
As part of a group of approximately five students you will pitch and work on a “pilot” project.
CRITICAL ANALYSIS (15% total 5% writing)
In addition to attending all screenings and discussing all readings, each student will give a presentation on a particular series. These presentations should bring to the table a level of research and context (critical / commercial reception; influence; interviews, commentary, etc.) that goes beyond two or three google clicks. I want you to tell us things that we ourselves could not find out in half an hour on the Internet. Yes, this once again means: using the library.
Demonstrate appropriate English language usage / Detail the importance of correct diction and sentence structure, as well as correct spelling and punctuation.
You will follow the conventions of citation, documentation and formal presentation as outlined Sources, online address:
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment. Explain how outcomes will be adequately met for this number of students. Justify the request for variance. / Yes No 15-19 students
Are outcomes listed in the course syllabus? If not, how will students be informed of course expectations? /  Yes No
Are expectations for Information Literacy listed in the course syllabus? If not, how will students be informed of course expectations? / Yes No
Are detailed requirements for all written assignments included in the course syllabus? If not how and when will students be informed of written assignments? Please attach one example of instructions for written assignment. / Yes No
WRITING REQUIREMENT 1—TERM PAPER (40%)
The goal of this class is to engage in in-depth study into the current “state of the art” of fiction-based television. Each student will research a given area of fiction television (the sit-com, serial drama, dramedy, faux reality shows, web-based series, etc.) and write a research paper based in the area. This paper must be delivered in a manner that meets the following criteria:
It must pursue a sophisticated line of academic inquiry by asking that requires research from varied sources.
You must find, evaluate, analyze and synthesize information from diverse source material effectively. Diverse is in bold to remind you that the Internet is a convenient source, but not the only one.
You must identify the audience for whom your paper is written and adopt the appropriate voice. In the case of this class the target audience would be the professional magazines related to the entertainment industry.
Work in multiple drafts so as to refine your thinking and presentation. You will be required to submit the following forms of the paper:
You will be able to use correct diction & sentence structure;
It should have sound judgments unified by a clear message;
It needs to have evidence or reasons supporting all judgments;
logical linkage of judgments and evidence
transitions that connect a series of ideas and evidence;
correct spelling and punctuation.
You will be expected to meet the following deadlines in the development of your paper.
Week 4 Basic Outline/Presentation of preliminary sources
Week 5 Feedback Returned
Week 7 Rough Draft/Presentation of final sources
Week 8 Feedback Returned
Week 11 Refined Draft
Week 12 Feedback Returned
Week 15 Completed Final Draft
What instructional methods will be used to teach students to write for specific audiences, purposes, and genres? / In-depth study into the current “state of the art” of fiction-based television. Each student will research a given area of fiction television (the sit-com, serial drama, dramedy, faux reality shows, web-based series, etc.) and write a research paper based in the area. The process will involve feedback and guidance from instructor to ensure usage of appropriate voice and genre- specific techniques.
Industry outlined structures and perimeters will serve as a guideline for the work on the collaborative projects.
Critical Analysis skills will be developed through in-depth research of critical / commercial reception; influence; interviews, commentary, etc of the assigned series.
Which written assignments will include revision in response to instructor’s feedback? / Writing Requirement 1 – Term Paper
Writing Requirement 2- Online Blog
VI. Writing Assignments: Please describe course assignments. Students should be required to individually compose at least 16 pages of writing for assessment. At least 50% of the course grade should be based on students’ performance on writing assignments. Clear expression, quality, and accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments / See Syllabi below
Informal Ungraded Assignments / See Syllabi below
VII. Syllabus:Paste syllabus below or attach and send digital copy with form.  The syllabus should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation see:

Paste syllabus here.

SPRING 2009
UG MAR 450: Topics in Film and Media

Faculty:Andrew SmithOffice: 232 McGill
Class Time: Tues 10am-1pmPhone: 243-4560
Room: 227 McGillOffice Hours:

ed 9:30am-Noon

Or by appointment.

COURSE DESCRIPTION

Topics in Film and Media is designed to offer explorations of the evolving world of film, television, the Web, and digital media. Each time the class is offered, a new area is focused on and the student researches that area, developing a term paper as well as a collaborative project based on combined research and presentation with their peers.

This semester the class will be devoted to television.

Media critics have even made a convincing case that the best serial television dramas (THE SOPRANOS, DEADWOOD, SIX FEET UNDER, THE WIRE, among others) are the modern equivalent to the great novels of the Victorian age. Novels by Charles Dickens, Thomas Hardy, Anthony Trollope, etc., were originally serialized in London newspapers and magazines, and consumed by readers every Sunday, exactly like the “appointment viewing” habits of today’s discretionary television viewers. I agree, and feel that certain “boxed sets” fit in nicely on bookshelves next to the classics.

Not to get too lofty, or too reverent. Television is still, after all, television, home to guilty pleasures and passive viewers. It is also home (and often, breeding ground for later work in feature films) to many of our best comic talents, both in terms of actors, writers/creators and all-the-aboves (such as Larry David, Ricky Gervais, Bret and Jermaine from FLIGHT OF THE CONCHORDS). Comedy (and “dramedy” and “romantic comedy”) series will also be part of our study.

GOALS AND ASSIGNMENT

WRITING REQUIREMENT 1—TERM PAPER (40%)

The goal of this class is to engage in in-depth study into the current “state of the art” of fiction-based television. Each student will research a given area of fiction television (the sit-com, serial drama, dramady, faux reality shows, web-based series, etc.) and write a research paper based in the area. This paper must be delivered in a manner that meets the following criteria:

-The paper must pursue a sophisticated line of academic inquiry by asking that requires research from varied sources.

-You must find, evaluate, analyze and synthesize information from diverse source material effectively. Diverse is in bold to remind you that the Internet is a convenient source, but not the only one.

-You must identify the audience for whom your paper is written and adopt the appropriate voice. In the case of this class the target audience would be the professional magazines related to the entertainment industry.

-Work in multiple drafts so as to refine your thinking and presentation. You will be required to submit the following forms of the paper:

-You will be able to use correct diction & sentence structure;

-It should have sound judgments unified by a clear message;

-It needs to have evidence or reasons supporting all judgments;

-logical linkage of judgments and evidence

-transitions that connect a series of ideas and evidence;

-correct spelling and punctuation.

You will be expected to meet the following deadlines in the development of your paper.

  • Week 4 Basic Outline/Presentation of preliminary sources
  • Week 5 Feedback Returned
  • Week 7 Rough Draft/Presentation of final sources
  • Week 8 Feedback Returned
  • Week 11 Refined Draft
  • Week 12 Feedback Returned
  • Week 15 Completed Final Draft

-You will follow the conventions of citation, documentation and formal presentation as outlined Sources, online address:

WRITING REQUIREMENT 2—ONLINE BLOG (20%)

Each week you will post a topic related to either your term paper or other research you are undertaking as part of your collaborative project. This will be informal and be a journal-like tool for reflection and exploration. You will receive feedback bi-weekly regarding your work in this format.

COLLABORATIVE PROJECT (25%)

As part of a group of approximately five students you will pitch and work on a “pilot” project.

These pitches will follow industry outline structures and perimeters, and will be presented as well as submitted in paper form. From the pitches, the class will select several ideas to “go to pilot.” Although we will not actually write or shoot full pilot episodes, we will write and produce a TRAILER and/or a “TEASER” (first scene) for the selected shows.

CRITICAL ANALYSIS (15%)

In addition to attending all screenings and discussing all readings, each student will give a presentation on a particular series. These presentations should bring to the table a level of research and context (critical / commercial reception; influence; interviews, commentary, etc.) that goes beyond two or three google clicks. I want you to tell us things that we ourselves could not find out in half an hour on the Internet. Yes, this once again means: using the library.

CLASS SCHEDULE:

UNIT ONE: GUNS, ADDICTIONS & BADGES (DRAMA)

January 22: Course introduction.

Screening: Pilot episode of the first season &

opening episode of final season of THE SOPRANOS

Reading: David Remnick article on The Sopranos

January 29:Discussion: THE SOPRANOS

Screening: Episodes 1 & 2 of first season of THE WIRE

Reading: Articles on David Simon, co-creator of THE WIRE

February 5: Discussion: THE WIRE

Screening: Pilot episode of THE SHIELD

Reading: Pilot script of THE SHIELD

February 12: Discussion: THE SHIELD

Screening: Episodes of DEADWOOD

Reading: Article(s) on David Milch, creator of Deadwood

February 19:Discussion: DEADWOOD

Critical Analysis Presentations 1

February 26: Critical Analysis Presentations 2

OTHER POSSIBILITIES: FRIDAY NIGHT LIGHTS, 24, MAD MEN, CARNIVALE, ROME

UNIT TWO: SCHADENFREUDE (COMEDY)

[schadenfreude \SHOD-n-froy-duh\, noun: A malicious satisfaction obtained from the misfortunes of others.]

March 4: THE OFFICE (US vs. U.K. versions)

March 11: CURB YOUR ENTHUSIASM

March 18: FLIGHT OF THE CONCHORDS

OTHERS: ARRESTED DEVELOPMENT, FREAKS & GEEKS, UNDECLARED

March 25: NO CLASS—SPRING BREAK

WEEKS ELEVEN through FOURTEEN:DRAMEDY & DARK COMEDY

April 1: BUFFY THE VAMPIRE SLAYER

April 8: SEX AND THE CITY

April 15:Critical Analysis Presentations 3

April 22: Critical Analysis Presentations 3

WEEK FIFTEEN: “SPOILERS”

April 29: How shows end—final episodes of SOPRANOS, WIRE, etc.

FINAL SUBMISSION OF TERM PAPERS

FINALS WEEK:
May 5-9:
PUBLIC SCREENING OF YOUR TRAILERS & TEASERS