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RT 383 Writing for Media Arts MWF – 1-1:50 p.m. Spring 2013 COMM 1205
RT 383 WRITING FOR MEDIA ARTS
Monday/Wednesday/Friday 1 – 1:50 p.m.
Room – COMM 1205 Spring 2013
Instructor: Beverly Love Office: 2225 Communications Email:
Office Hours: **Wednesday 11:50 a.m. – 12:50 p.m., 2:00 – 4:30 p.m.
Tuesday/Thursday 2:00 – 4:50 p.m. (March 19 – May 3) or by appointment
Teaching Assistant: James Johnson Email:
Course Description: RT 383 is a general introduction to the basic principles of writing for the electronic media. The course should assist you in improving your writing skills and help you understand the basic approaches and techniques in writing for the media. Much of what is covered in the course involves the principles of creative writing and the various sub-processes of media writing. You will become familiar with the basic elements of production for television, radio and the Internet.
Required Text: Meeske, M. D. (2009). Copywriting for the Electronic Media: A Practical Guide. Boston, MA: Thomson
Wadsworth., (6th ed).
Other Requirements: working email account (Send a sign-in message, with your name in the body of the text, to my account on or before Wednesday, January 16, 2013. You will receive a confirmation email message.), personal storage devices, for use in writing lab, folder or binder for materials. Send updated email account if and when needed. **Please note: Responses to email, phone and regular mail messages are made during office hours--see above).
Specific Learning Objectives and Outcomes:
1. To develop an understanding of the principles, tools, and practices of writing for the electronic media.
Learners will:
· have an understanding of the mass media and its television, radio, and internet audiences
· evaluate different writing formats
· analyze subject matter, and
· analyze and evaluate censorable and controversial material.
2. To develop a strong foundation regarding high standards and ethical criteria for responsible writing and production presentations.
Learners will:
· have an understanding of ethical, logical, and emotional appeals
· be able to identify, define and evaluate the role of psychographic surveys, and
· become familiar with laws that govern or dictate to our ethics.
3. To strengthen the learner’s understanding of the techniques for script writing for radio and television productions.
Learners will:
· explain background research of subjects
· describe a model of good script writing, and
· have an understanding of the aspects of technical concerns.
4. To be acquainted with the writing techniques used in the production of documentaries, news gathering, and episodic productions.
Learners will:
· describe the different types of formats and styles
· identify television and radio writing strategies, and
· analyze and evaluate major themes.
5. To assist the learner in the process of improving overall writing skills.
Learners will:
· define the different writing styles
· have an understanding of the components of writing, and
· have an understanding of the writing process.
Instructional Modes: A plethora of instructional methods will be incorporated. They include, but are not exclusive to, lectures, class discussions, small group interactions, peer teaching, cooperative learning, learner demonstrations, and practical applications through “hands on experiences.”
Course Requirements and Guidelines:
Learners
· Attend class on time and be prepared (it is your responsibility to always sign in)
· Refrain from engaging in side-bar conversations during class
· Refrain from eating or drinking in class
· Turn off cell phones, pagers, players and remove headphones before entering class
(first offense = -50 points; second offense = -100 points; third offense = -200 points)
· Participate in class discussions
· Submit completed assignments on or before due dates
· Fulfill team project responsibilities
Instructor
· Begin class on time with advanced lecture preparation
· Return evaluated assignments in a timely fashion
· Maintain accurate records of all learners’ performances and grades
· Keep office hours, return phone calls, and email (during office and class hours)
· Assist all learners with questions and concerns
Deadlines
Assignments will be given throughout the semester. You are expected to meet all deadlines. Your performance and grade will be adversely affected if assignment due dates are not satisfactorily met. Prior arrangements must be made for possible due-date conflicts.
Mandatory Attendance/Class Participation
Sign in (a sign-in sheet will be available each day) as soon as you enter class. Excessive absences and tardiness will adversely affect your performance and grade. If you miss class, or a portion of a class, you should: contact a co-learner for class information and materials, and submit legal documentation as to the reason(s) for your absence(s). If you must miss class, your assignment is due before the period begins, unless other arrangements have been made. In addition, you are expected to read the text and other materials and come to class prepared to discuss the assigned readings, assignments, and other pertinent issues. Late assignments will receive a 50% point reduction after the first 24 hours, a 50% point reduction of the remaining points after the next 24 hours, etc., in addition to any correction points.
Important Advice
If you are having problems or have special needs or questions, please make arrangements to meet with me so we can
discuss them. It is your responsibility to let me know if you are having problems understanding the assignments and/or
questions regarding the material. Do not wait until assignment due dates or the end of the semester to address any issues.
Please contact me right away, so we can work out any concerns together rather than letting them become major
difficulties. Oversleeping, a dentist appointment, a medical check-up, tickets to a concert, plane/train tickets home, etc.,
are not acceptable. These are controllable and thus inexcusable.
Writing Policy
Communicate clearly. Assignments should be free of grammatical errors, misspelled words, typos, etc. All assignments must be typed, double-spaced and submitted on time. Keep copies of all your writing assignments, including rewrites. You will have an opportunity to make up some points missed on original assignments through rewriting the assignments and submitting both the original and rewrite on or before the next class session. All assignments should be kept in a folder/binder so we can review them during the semester.
Academic Honesty
It is assumed that your personal integrity and ethics should alleviate any potential problems pertaining to academic honesty. However, if the issue does arise, all involved parties will be dealt with accordingly. The University and the College of Mass Communication & Media Arts prohibit the use of someone else’s work without giving appropriate credit. Do not copy another person’s work. If you do, you could be dismissed from the class, fail to meet the class requirements, and even be dismissed from the University.
Homework/Assignments
Each assignment should help you sharpen your understanding of media writing. Assignments will be graded on a 100-point scale.
-Writing exercises – in class (due at end of class) and out of class assignments (due on Monday at beginning of
class).
-Your work will be evaluated in accordance with the criteria that govern Standard American English and the
American Psychological Association standards of procedure for writing)
-Always bring paper, pen/pencil, and computer disk (zip and or jump drive) to class.
-Mid-term exam
-Final writing project
***Please Note: There will be no extra credit assignments/make-ups available for extra points.*** Your work in this course is cumulative and based on the completion of every assignment from the first to the last. A perfect score on your final project/exam (without class attendance, participation and the completion of prior assignments) will not assure you a passing grade.
Evaluation Procedures: Your work will be evaluated by:
· How well your writing assignments are researched
· Whether or not there are errors in grammar, punctuation, spelling, format, etc. (minus 1 point for each occurrence).
· The incorporation of any unique or unusual items that fit the context of the project
· Creativity
· Organization of the project, and
· Clarity, completeness, and originality.
Grading System
The University standards for grading will be incorporated. The final grade for this course will be determined on the basis of the following point values:
· Class attendance and participation 90 (18%) points (MWF-45 days X 2 points per day)
· 14 Writing exercises/in-class quiz 280 (56%) points (rewrite points = 20% of exercise points-4 pts max ea.)
· Mid-term 50 (10%) points
· Final Writing Project 80 (16%) points
Total Points 500 (100%)
*You earn your grade. I do not give you a grade, nor do you receive the grade you think you deserve.*
Grading Scale:
A = 450-500 (90-100%) – Outstanding work, an example to others
B = 400-449 (80-89%) – Good to excellent work, exceeds requirements
C = 350-399 (70-79%) – Satisfactory work, meets requirements
D = 300-349 (60-69%) – Satisfies minimum requirements
F = 0-299 (0-59%) – Unsatisfactory work, does not meet requirements
Selected Bibliography
Aaron, Jane E. (1998). The little, brown compact handbook (3rd ed.). New York: Longman.
American Psychological Association. (2004). Publication manual of the American psychological association
(7th ed.). Washington, DC.
Attkisson, S., & Vaughan, D. R. (2003). Writing right for broadcast and internet news. Boston: Allyn & Bacon.
Davie, W. R. & Upshaw, J. R. (2003). Principles of electronic media. Boston: Allyn & Bacon.
Hilliard, Robert L. (2008). Writing for Television, Radio, and New Media (9th ed.). Belmont, CA:
Wadsworth/Thomson Learning.
Hutchison, E. R. (1996). Writing for mass communication (2nd ed.). Boston: Allyn & Bacon.
Hyde, S. (2003). Idea to script: Storytelling for today’s media. Boston: Allyn & Bacon.
Johnson, C. (2005). 21st Century feature writing. Boston: Allyn & Bacon.
Miller, W. (1998). Screenwriting for film and television. Boston: Allyn & Bacon.
Musburger, R. B. (2007). An introduction to writing for electronic media: Scriptwriting essentials across the genres.
New York, NY: Focal Press.
O’Conner, P. T. (1996). Woe is i: The grammarphobe’s guide to better English in plain English. New York:
Grosset/Putnam.
Sterling, D.Q. (2004). Entertainment power players: The premier television, motion picture & music business directory,
(2nd ed). Los Angeles, CA: Key Quest Publishing.
Palmquist, M., & Zimmerman, D. E. (2000). Writing with a computer. Boston: Allyn & Bacon.
Papper, R. A. (2002). Broadcast news writing stylebook (2nd ed.). Boston: Allyn & Bacon.
Rogers, T. (2004). Newswriting on deadline. Boston: Allyn & Bacon.
Turow, J. (2003). Media today (2nd ed.). Boston: Houghton Mifflin.
Whitaker, W. R., Ramsey, J. E., & Smith, R. D. (2000). Media writing: Print, broadcast, and public relations. Boston: Allyn & Bacon.
Building Emergency Response Protocols for Syllabus: University’s Emergency Procedure Clause:
Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT’s website at www.bert.siu.edu, Department of Public Safety’s website www.dps.siu.edu (disaster drop down) and in the Emergency Response Guideline pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.
Students With a Disability: Instructors and students in the class will work together as a team to assist students with a disability safely out of the building. Students with a disability will stay with the instructor and communicate with the instructor what is the safest way to assist them.
Tornado: During the spring semester we have a Storm Drill. Pick up your belongings and your instructor will lead you to a safe area of the basement. No one will be allowed to stay upstairs. Stay away from windows. The drill should not last more than 10 minutes. You must stay with your instructor so he/she can take roll. Students need to be quiet in the basement as the BERT members are listening to emergency instructions on handheld radios and cannot hear well in the basement.
Fire: During the fall semester we have a Fire Drill. Pick up your belongings and your instructor will lead you to either the North or South parking lot depending on what part of the building your class is in. You must stay with your instructor so he/she can take roll. As soon as the building is all clear, you will be allowed to return to class.
These drills are to train instructors and the Building Emergency Response Team to get everyone to a safe place during an emergency.
Bomb Threat: If someone calls in a bomb threat, class will be suspended and students will be asked to pick up their belongings, evacuate the building and leave the premises. Do not leave anything that is yours behind. We will not allow anyone back into the building until the police and bomb squad give us an all clear. DO NOT USE YOUR CELL PHONES. Some bombs are triggered by a cell phone signal.
Shooter in the Building: This spring semester we are in the planning stages of a Shooter in the Building Drill.
Whenit is safe to leave,move to a safe area farfrom the building away from where the shooter is located.If anyone has any information about the shooter,pleasecontactthe police afteryou are a safe distance away.If someone cannot leave, go intoaroom, lock the door, turn out the lights, and if possible, cover the glass on the door. Students chair desks should be piled in front of the glass and door as a barricade and the teacher's desk, podium and anything movable can be pushed against the door. This is intended to slow down any attempts to enter or look into the classroom. If it looks like the shooter is persistent and able to enter, make a lot of noise and use everything in your backpacks to throw at the shooter to distract him.
Silence all cell phones after one person in the room calls the police and informs them of their location and how many people are in the room. Be quiet and wait for the police to arrive.The police are looking for one or more shooters, and theyhave no way of knowingif the shooter is in the room people are hiding in. For this reason, when the police enter theroom,no one should have anything in his/her hands and each person MUST raise his/her hands above his/her head.