JRN311W

Magazine Article Writing

Professor Lynne Lott

All information for this class, including this syllabus and the class schedule, are available at:

Time/Location: TR 9:45 – 11:15 a. m., Bunnell 122
Prerequisites: ENG F111X, ENG F211 AND JRN F202 OR permission of instructor

Course Description

In this class you will learn the makings of a great magazine article as well as how to identify a good idea and turn it into a story that attracts readers. The focus of the class is on narrative journalism, which is great reporting paired with great storytelling. We will study different types of magazine stories, including: profile, feature, interview, public interest, essay, and series. We will also concentrate on idea development, story structure, good organizational and writing principles, revision and queries to editors. We will not spend a lot of time on reporting skills (which you undoubtedly mastered in JRN F202, News Reporting and Writing). We will, however, touch on magazine-specific elements of reporting.

We will also spend a good amount of time dissecting successful magazine features. The best way to learn how to write is to read — part of your work in this class involves assigned stories that we will discuss in class. In addition, I recommend that you become a regular consumer of magazines. Knowing your market and your publication are important elements of a successful magazine career.

Required/Recommended Texts & Resources
Required Texts
Telling True Stories, Mark Kramer and Wendy Call, eds.
The Associated Press Stylebook and Libel Manual
Recommended Books and Resources
Writing for Story, Jon Franklin
On Writing Well, William Zinsser
A good dictionary
Any of the Best American Magazine Writing books
Writer’s Digest Handbook of Magazine Article Writing
The Elements of Style, Strunk and White
Magazines of all kinds, but especially The New Yorker, The Atlantic Monthly, GQ, Esquire, Rolling Stone, The New York Times Sunday Magazine, The Washington Post Magazine, Vanity Fair,Sports Illustrated

Course Objectives
After completing this course, students should:

  • understand the difference between magazine-style journalism and newspaper journalism
  • use “better” verbs and fewer adjectives in their writing
  • understand how to query publications
  • be able to write compelling narrative
  • see the power in simplicity and clarity in writing
  • be able to dissect a successful magazine feature to find out why it is successful (and apply the techniques to their own writing!)
  • be in the habit of revising their work

Course Requirements
Writing
This is a writing intensive class. Most of the work in this upper-division course takes the form of writing. Early in the semester you will create a writing sample that will help me gauge your general writing ability. We will not devote much time to grammar, spelling, punctuation and other basics. If I notice that you have a particular problem in these areas, I will point it out to you and refer you to the Writing Center for tutoring.

You are expected to use AP Style in your writings for this class.

My evaluation of your articles includes accuracy in spelling — especially the names of people, places, businesses and government agencies. Pay attention to these details! This is the sort of thing that separates writers who get hired and writers who don't. If you are writing about the "Winters" family, don't get sloppy. It's not “the Winter’s and their dog.” It should be “the Winters and their dog.” If you don't understand the difference, you don't belong in this class. If you make this sort of mistake once in your work, I will correct it. Make it again and you will lose points.

You may use the first person for only one of your articles, and your long article only if you have received my permission.

It is expected that your articles for this class will be original work. Please do not submit papers you have written for another class.

Miscellaneous Course Information
Reporting
I expect a significant amount of original reporting for each of your three major articles. You should do background research, interview as many people as you can, read other stories or books about your topic. More on this in class, but generally this means quoting from Wikipedia will not suffice.
Revision
Revising one’s work is perhaps the best habit for any working journalist. For that reason, you will be required to rewrite each of your major assignments, incorporating my notes and the notes of your peers.

Article Memo

For each of your three major articles, you will be required to attach a short memo to the final draft that provides the following information:

  • The intended audience/publication for your story. (“This article is geared toward men who plan to take a vacation in the next 12 months. I intend to submit it to ‘Esquire’ because the format and tone match their ‘Restless Man’ feature. It is similar to recent articles in the magazine on the Grand Tetons and whitewater rafting in Colorado.”)
  • A list of sources used for the story and what you used them for. (including web sites you consulted for research, books you read, friends you spoke with because you’re writing about extreme skiing and though you didn’t quote them, you used them for background)
  • The names and contact information for people you quoted in the article

DO NOT FORGET YOUR MEMO! I CANNOT EVALUATE YOUR WORK IF I DON'T KNOW WHO YOU'RE WRITING FOR. YOU WILL ALSO LOSE POINTS!

Deadlines
Deadlines are critical in journalism. Miss a deadline and you could lose your job. Therefore, work that is turned in late (late means later than the beginning of class on the day the assignment is due), means a minimum deduction of 50 percent of the points available for that assignment. Keep in mind that an F of 50 is better than an F of 100, so it still makes sense for you to turn your work in. True emergencies that may prevent the completion of an assignment include the death of an immediate family member or your hospitalization, and will be handled on a case-by-case basis. In these cases I require documentation of the catastrophe. Please, do not attempt to test me on this.

Format
All assignments should be typed, double-spaced in an easy-to-read 12-point font, such as Times New Roman or Helvetica. Pages should be stapled together in the upper left corner. Assignments may also be emailed to me as an MS Word attachment only. The same deadlines apply for emailed assignments.
The top of the page should look like this:
Jack Jackson (name)
JRN 311/Snifka (class)
Story 1 – Draft (assignment)
January 14, 2011 (date)

Attendance and Active Participation

We will spend a fair amount of time in discussion. It’s important for you to a) be in class to take part in these discussions, b) prepare for class by reading any assigned materials, and c) contribute generously to discussion.Plan to attend class, arrive on time, and get involved.

Punctuality
I expect you to be in class on time, unless you’ve cleared it with me first. If you DO show up late, respect your fellow students. Remove your coat and get whatever you need out of your backpack before you enter the classroom.
It should go without saying that you may not use your mobile phone in class. That said, if your phone does ring during class, I get to answer it.

Sharing Work with the Class

Let me know if you areunwilling to share your work. I assume that most students want to earn the best possible grade and are willing to devote energy and time to improving their work. Although I offer feedback on assignments, you may still like to see examples of what I consider high-quality work. I may, from time to time, select work to share in class or keep in my office as examples for other students. They might help you get a better idea of expectations associated with different assignments and what you may need to do to strengthen your own work. I plan to cover the names on these examples, though references during class discussion may make it obvious whose assignments I’m citing. If you’re unwilling to have your work made available as an exemplar for other students, please let me know early in the semester and I will exclude your assignments from consideration.

Plagiarism/Fabrication

Evidence of plagiarism or fabrication in any assignment will result in a minimum penalty of an F for the course. Further action, such as expulsion from the department and additional academic penalties, may be taken. Plagiarism is using other people’s words or ideas as your own. Fabrication includes making up quotes, sources, or events. To protect yourself from false accusations of plagiarism, keep all of your interview notes, research material and rough drafts until you receive your grade for the semester. Every semester I ask students if they understand plagiarism and every semester everyone says "yes." And every semester I catch someone plagiarizing! "I didn't know" and "I didn't mean to" are NOT acceptable excuses for plagiarism. If you are uncertain, please ask. Even if you are certain you understand what plagiarism is, I encourage you to check out Indian University's School of Education plagiarism site (available by link on the class website). You might learn something!

Grading

The grading breakdown for the semester follows:

In-class writing exercises: 10%

Short Stories/assignments20%

Profile Assignment20%

Long Feature35%

Attendance and Participation15%

Within each larger graded item, the long feature, for example, I will give you a breakdown of the grading when that item is assigned.

A Note On Grading:
To me, each student begins the semester as an “average” student; that is, at a “C” level. If you complete all of the assignments and attend class regularly – that is, do what is expected – you will likely earn a “C.” To get higher than a “C” you must be prepared to work hard, generate discussion, follow through, and participate generously.
Journalism Department guidelines:
A: An honor grade that indicates originality and independent work, mastery of the subject and the satisfactory completion of more work than is regularly required. 930-1,000 points
A-: 900 -929 points
B+: Indicates outstanding ability above the average level of performance: 870 -899 points
B: You’ve got the skills and have done much more than the bare minimum on assignments: 830 - 869 points
B-: As above. But though people would start your stories, they might not finish. There’s something missing in the narrative or AP mechanics. Perhaps you did not keep your audience in mind: 80-82 points
C+: You’ve done above average work, but not by much: 770 -799 points
C: Indicates a satisfactory or average level of performance. Mastery of basics, but nothing to set the you apart: 730 -769 points
C-: You’ve made it to the average level, but by the skin of your teeth. You’ve mostly done the bare minimum but sometimes skimped on either attendance and participation or the quality of your work: 700 -729 points
D: The lowest passing grade. Indicates work of below-average quality and performance: 600 - 699 points
F: Indicates failure to meet lowest standards: below 600 points.
Disabilities
I will happily work with the Office of Disability Services to provide reasonable accommodation to students with disabilities. Their office can be reached at 474-6555.