Monday, May 31, 2004
Writing For The Web
Four characteristics of Writing For the Web:
Accuracy
Clarity
Efficiency
Precision
The web is a word medium.
Unlike their use of traditional television, users of the web read. Unlike their use of newspapers and magazines, they write. The web requires its users to be more physically involved -- interactive -- than any other medium.
Inverted Pyramid style of journalism is perfect for web writing?
Why?
The most important information comes first and then information is presented in descending order. The "nut graph" is the second or third paragraph.
The reader can be efficient when viewing an inverted pyramid constructed story on the Web.
Not every reader will read every inch of copy of a web story.
The inverted pyramid is non-chronological in structure. It presents the most important information first, no matter where it happened in a story sequence.
For example, below is the lead of a WDIV broadcast story and then ClickOnDetroit.com’s reworking of the story:
WDIV: Emergency crews rushed to the scene of a one car accident on Interstate 96. Traffic was tied up for hours. One person was killed.
www.clickondetroit.com: One person was killed in a one car accident on Interstate 96 Tuesday. Traffic in both directions came to a halt and was rerouted onto the service drive.
Here is some interesting reading regarding journalism on the web.
It's All In The Links
Here is some interesting reading on convergence.
Convergence Defined
Blogging As A Form Of Journalism
Storytelling Forms
Here is a description of storytelling forms:
www.cyberjournalist.net
Assignment To Work On In Class June 8!
What can you do with this story?
Turn a broadcast story into a readable story on the Web. This is called repurposing. Use your lateral thinking to develop other ways to make this story more web friendly.
¤1 ]] C1.5 G 0 [[
KIM LOOK LIVE INTRO¶((KIM LOOK LIVE INTRO))
IT'S CHEAP, COOL AND LEGAL....AND YOUR KIDS CAN EASILY FIND IT
AROUND THE HOUSE.
THEY FIND IT TO BE FUN, BUT HUFFING CAN KILL.
> ¤2 ]] C1.5 G 0 [[
SOT 00:14:20 - 00:23:16¶((SOT))
((MY LITTLE GIRL AND HER FRIENDS SNUCK OUT IN THE MIDDLE OF THE
NIGHT AND THOUGHT IT WOULD BE COOL TO GET HIGH WITH SOME FREON))
> ¤3 ]] C1.5 G 0 [[
VO¶((VO))
CASSANDRA SAUNDERS COULDN'T BELIEVE IT WHEN SHE FOUND HER THIRTEEN YEAR OLD
DAUGHTER AND HER FIFTEEN YEAR OLD FRIEND UNCONSCIOUS IN A VAN OUTSIDE HER
HOME.
> ¤4 ]] C1.5 G 0 [[
SOT 06:59:16 - 07:03:18¶((SOT))¤5 ]] C1.5 G 0 [[
*CG name Dr. Stephen R. Knazik
CHILDREN'S HOSPITAL OF MICHIGAN¶
((WELL HUFFING IS INHALING SOMETHING FOR THE PURPOSE OF GETTING
HIGH))
> ¤6 ]] C1.5 G 0 [[
SOT 07:25:11 - 07:44:07¶((SOT))
((AND THEY CAN PRETTY MUCH HUFF OR SNIFF ANYTHING THAT SMELLS BUT
THE ONES THAT GET THEM HIGH ARE THINGS LIKE GASOLINE PRODUCTS, THINGS THAT
HAVE ALCOHOLS IN THEM AND THINGS THAT HAVE WHAT MANUFACTURERS CALL
PROPELLANTS))
> ¤7 ]] C1.5 G 0 [[
VO¶((VO))
KIDS FEEL UNINHIBITED, POWERFUL AND FEEL AS IF THEY ARE DRUNK.
DROWSINESS AND SLEEP FOLLOW THE EUPHORIA......AND SOMETIMES DEATH.
CASSANDRA'S DAUGHTER WAS REVIVED BUT HER FIFTEEN YEAR OLD FRIEND WAS
PRONOUNCED DEAD AT THE SCENE.
> ¤8 ]] C1.5 G 0 [[
SOT 00:59:05 - 01;04:12¶((SOT))
((SHE FEELS LIKE SHE'S TO BLAME BECAUSE SHE MADE IT AND HE DIDN'T))
> ¤9 ]] C1.5 G 0 [[
VO¶((VO))
HOW DO YOU TALK TO YOUR TWELVE YEAR OLD OR FIFTEEN YEAR OLD ABOUT
THE BRAIN DAMAGE OR EVEN DEATH CAUSED BY HUFFING?
> ¤10 ]] C1.5 G 0 [[
SOT 12:09:13 - 12:29:27¶((SOT))
((ONE OF THE THINGS WE NEED TO DO AS PARENTS IS MAKE SURE THAT WE
HAVE A CLEAR MESSAGE THAT YES I UNDERSTAND THAT YOU WANT TO FEEL GOOD AND
YES I UNDERSTAND THAT THIS MAKES YOU FEEL GOOD, BUT THIS IS SUCH A DANGEROUS
WAY LET'S YOU AND ME TALK ABOUT OTHER WAYS THAT MAY BE MORE APPROPRIATE))
> ¤11 ]] C1.5 G 0 [[
KIM LOOK LIVE TAG¶((KIM LOOK LIVE TAG))
HOW CAN YOU TELL IF YOUR CHILD MIGHT BE HUFFING?
BE OBSERVANT.
LOOK FOR THEIR BREATH OR CLOTHING SMELLING OF CHEMICALS.
A DRUNK, DAZED, OR GLASSY EYED APPEARANCE COULD BE A SIGN YOUR CHILD
IS HUFFING.
FOR MORE INFORMATION ON HUFFING AND SIGNS YOUR CHILD MAY BE
USING...YOU CAN GO TO OUR WEBSITE AT CLICK ON DETROIT DOT COM.
Tuesday, May 25, 2004
Respondents:
June 8:
Francesca Barnes
Nicole Beattie
Alicia Houston
Risson Ingalls
Lynn Jaroch
Andrea McNinch
Diane Paljusevic
---------------
June 15
Virginie Perov
Stephen St. Pierre
Melissa Tucker
Michael Williams
Wesley Williams
Sarah Wood
Pete Willis
What to Do: Respondent:
As a respondent, you will be responsible for framing a portion of the class discussion. This could include a commentary from the text, a current events discussion, i.e. how the Internet is handling the upcoming election; something you’ve found of interest on the ‘net – a blog (you’ll know this term by end of semester, if you don’t already), an article in a journal such as Online Journalism Review, you get the drift. You do not have to carry the entire class time, but a portion of it. Post on your blog a short written contextualizing piece that frames what you see as the issue for discussion including:
Terms learned from discussion, texts.
Example or handout of the work you will offer up for discussion.
What impact the issue has in the future of the medium or another medium.
You will share the URL in class for the discussion so we may all refer to it.
----------------------------------------------------
Decoding Web Addresses:
To evaluate the credibility of Internet-gathered information, a reporter must determine the source of the information. And the key to determining the source is to decode the World Wide Web address.
Web addresses end in two or three letter codes that indicate generally what type of entity is publishing the Web site. When analyzing Web sites, immediately go to the suffix. Some common suffixes in the United States are:
.com
Commercial site. The information provided by commercial interests is generally going to shed a positive light on the product it promotes. While this information might not necessarily be false, you might be getting only part of the picture. Remember, there's a monetary incentive behind every commercial site in providing you with information, whether it is for good public relations or to sell you a product outright.
.edu
Educational institution. Sites using this domain name are schools ranging from kindergarten to higher education. If you take a look at your school's URL you'll notice that it ends with the domain .edu. Information from sites within this domain must be examined very carefully. If it is from a department or research center at a educational institution, it can generally be taken as credible. However, students' personal Web sites are not usually monitored by the school even though they are on the school's server and use the .edu domain.
.gov
Government. If you come across a site with this domain, then you're viewing a federal government site. All branches of the United States federal government use this domain. Information such as Census statistics, Congressional hearings, and Supreme Court rulings would be included in sites with this domain. The information is considered to be from a credible source.
.org
Traditionally a non-profit organization. Organizations such as the American Red Cross or PBS (Public Broadcasting System) use this domain suffix. Generally, the information in these types of sites is credible and unbiased, but there are examples of organizations that strongly advocate specific points of view over others, such as the National Right to Life Committee and Planned Parenthood. You probably want to give this domain a closer scrutiny these days. Some commercial interests might be the ultimate sponsors of a site with this suffix.
.mil
Military. This domain suffix is used by the various branches of the Armed Forces of the United States.
.net
Network. You might find any kind of site under this domain suffix. It acts as a catch-all for sites that don't fit into any of the preceding domain suffixes. Information from these sites should be given careful scrutiny.
This is a good web site for reporters trying to figure out how to use the proper sources: www.robertniles.com
Instructions: The following information is from a U.S. Census Bureau study. It is poorly worded. Write an online news story based on this information. Use a bulleted list for some of the statistics.
Remember to find strategic areas to put links.
Find more information to link to at the end of the story:
After you've written the story, create a summary that tells how you would make this story work for the Web:
Would you present a graphic to accompany this story? What would it contain?
For updates and more information, click into the Census site linked at the end of this exercise.
------------------------------------------------------
Press Release
Underscoring the significant correlation between more education and higher salaries, the U.S. Commerce Department's Census Bureau today reported in a new study that adults age 18 and over with a bachelor's degree earned an average of $45,687 a year, while those with only a high school diploma earned $24,572.
The report, Educational Attainment in the United States: P20-153, also includes the following highlights:
About 84 percent of adults age 25 and over completed high school, and 26 percent had a bachelor's dgree or more. The high school completion rate for young adults (age 25 to 29) was 88 percent while 28 percent earned a college degree. For those 25 to 29, college completion rates for young women exceeded those for young men at 30 and 28 percent rspectively.
About 88 percent of Whites age 25 and over completed high school and 28 percent had a bachelor's degree or more. The equivalent rates for African Americans were 76 percent and 15 percent. About 90 percent of the employed civilian labor force age 25 and over had a high school degree. High school completion levels for those age 25 and over were highest in the Midwest (87 percent) and lowest in the South (82 percent).
"Given the very large differences in education between younger and older age groups, the attainment level of the total population will continue to rise for some time, as younger, more educated age groups replace older, less educated ones," said Eric Newburger, co-author of the report.
For more information, access the Census Bureau Web site Educational Attainment at:
www.census.gov
-------------------------------------------------------------------------
Assignment Due Sunday, June 6
(You will receive email from me regarding your assignment that will give you feedback on how you did.)
Scavenger Hunt
Now we are going to find out about how to research an online story and add additional information for your reader:
Assignment:
Directions: Find the sources in these questions and write the answers; include the name of the site and the URL (Web address).
To save time writing URLs, keep your browser and Word documents open. When you find the site you want, highlight the address in the browser bar. Pull down the Edit menu to copy.
Weather Stories
1. You are writing a weather story about a hurricane, and you want to put it in perspective. Find a site that offers a list of hurricanes, and write the name of the site and the URL; then answer these questions: Clue: Check the National Hurricane Center.
a. Name the costliest hurricane in the United States since 1900.
b. When and where did it occur?
c. How much were the damages?
2. You are writing a story about earthquakes. Find a site that offers good tips on earthquake preparedness. Clue: Check the U.S. Geological Survey.
a. Write the URL for the site.
Plane Crashes
3. A small plane has crashed in or near your community. You want to find out how many plane crashes with fatalities occurred in your community and/or your state in the past year. Clue: Check the National Transportation Safety Board under aviation and do a query for your state or area in the past year or two.
a. How many fatal crashes occurred in the last year?
b. How many non-fatal crashes occurred in the last year?
c. If the type of plane or company involved has had more than one fatal crash in the last year or two, check the record of that company using the same query site.
d. What major investigation of an airline crash did the NTSB conduct in 2000? What was the name of the airline that crashed?
U.S. Census Statistics
4. You are writing a story about population growth in your state. The U.S. Census Bureau predicts that in the foreign-born population of the United States will grow significantly. Using the most recent census, localize this story: Clue: U.S. Census Bureau – people – projections for your state.
d. What is the total population for your state based on the most recent census statistics available?
Crime Stories
5. You are writing a story about a sex offender moving into a Roseville, Mich. neighborhood. You know the man's name is Ronald Burnette, but you are not sure of his age or his street address.
You want to check his story and do a background check on the sex offender. Where can you find information about his address and crimes? Clue: Check the Michigan Sex Offender Registry.
a. What is this man’s last known address?
b. What is his offense as listed on the sex offender registry?
Final exercise.
Find the home page for your state. Write the URL.
June 8:
Francesca Barnes
Nicole Beattie
Alicia Houston
Risson Ingalls
Lynn Jaroch
Andrea McNinch
Diane Paljusevic
---------------
June 15
Virginie Perov
Stephen St. Pierre
Melissa Tucker
Michael Williams
Wesley Williams
Sarah Wood
Pete Willis
What to Do: Respondent:
As a respondent, you will be responsible for framing a portion of the class discussion. This could include a commentary from the text, a current events discussion, i.e. how the Internet is handling the upcoming election; something you’ve found of interest on the ‘net – a blog (you’ll know this term by end of semester, if you don’t already), an article in a journal such as Online Journalism Review, you get the drift. You do not have to carry the entire class time, but a portion of it. Post on your blog a short written contextualizing piece that frames what you see as the issue for discussion including:
Terms learned from discussion, texts.
Example or handout of the work you will offer up for discussion.
What impact the issue has in the future of the medium or another medium.
You will share the URL in class for the discussion so we may all refer to it.
----------------------------------------------------
Decoding Web Addresses:
To evaluate the credibility of Internet-gathered information, a reporter must determine the source of the information. And the key to determining the source is to decode the World Wide Web address.
Web addresses end in two or three letter codes that indicate generally what type of entity is publishing the Web site. When analyzing Web sites, immediately go to the suffix. Some common suffixes in the United States are:
.com
Commercial site. The information provided by commercial interests is generally going to shed a positive light on the product it promotes. While this information might not necessarily be false, you might be getting only part of the picture. Remember, there's a monetary incentive behind every commercial site in providing you with information, whether it is for good public relations or to sell you a product outright.
.edu
Educational institution. Sites using this domain name are schools ranging from kindergarten to higher education. If you take a look at your school's URL you'll notice that it ends with the domain .edu. Information from sites within this domain must be examined very carefully. If it is from a department or research center at a educational institution, it can generally be taken as credible. However, students' personal Web sites are not usually monitored by the school even though they are on the school's server and use the .edu domain.
.gov
Government. If you come across a site with this domain, then you're viewing a federal government site. All branches of the United States federal government use this domain. Information such as Census statistics, Congressional hearings, and Supreme Court rulings would be included in sites with this domain. The information is considered to be from a credible source.
.org
Traditionally a non-profit organization. Organizations such as the American Red Cross or PBS (Public Broadcasting System) use this domain suffix. Generally, the information in these types of sites is credible and unbiased, but there are examples of organizations that strongly advocate specific points of view over others, such as the National Right to Life Committee and Planned Parenthood. You probably want to give this domain a closer scrutiny these days. Some commercial interests might be the ultimate sponsors of a site with this suffix.
.mil
Military. This domain suffix is used by the various branches of the Armed Forces of the United States.
.net
Network. You might find any kind of site under this domain suffix. It acts as a catch-all for sites that don't fit into any of the preceding domain suffixes. Information from these sites should be given careful scrutiny.
This is a good web site for reporters trying to figure out how to use the proper sources: www.robertniles.com
In Class Assignment
Instructions: The following information is from a U.S. Census Bureau study. It is poorly worded. Write an online news story based on this information. Use a bulleted list for some of the statistics.
Remember to find strategic areas to put links.
Find more information to link to at the end of the story:
After you've written the story, create a summary that tells how you would make this story work for the Web:
Would you present a graphic to accompany this story? What would it contain?
For updates and more information, click into the Census site linked at the end of this exercise.
------------------------------------------------------
Press Release
Underscoring the significant correlation between more education and higher salaries, the U.S. Commerce Department's Census Bureau today reported in a new study that adults age 18 and over with a bachelor's degree earned an average of $45,687 a year, while those with only a high school diploma earned $24,572.
The report, Educational Attainment in the United States: P20-153, also includes the following highlights:
About 84 percent of adults age 25 and over completed high school, and 26 percent had a bachelor's dgree or more. The high school completion rate for young adults (age 25 to 29) was 88 percent while 28 percent earned a college degree. For those 25 to 29, college completion rates for young women exceeded those for young men at 30 and 28 percent rspectively.
About 88 percent of Whites age 25 and over completed high school and 28 percent had a bachelor's degree or more. The equivalent rates for African Americans were 76 percent and 15 percent. About 90 percent of the employed civilian labor force age 25 and over had a high school degree. High school completion levels for those age 25 and over were highest in the Midwest (87 percent) and lowest in the South (82 percent).
"Given the very large differences in education between younger and older age groups, the attainment level of the total population will continue to rise for some time, as younger, more educated age groups replace older, less educated ones," said Eric Newburger, co-author of the report.
For more information, access the Census Bureau Web site Educational Attainment at:
www.census.gov
-------------------------------------------------------------------------
Assignment Due Sunday, June 6
(You will receive email from me regarding your assignment that will give you feedback on how you did.)
Scavenger Hunt
Now we are going to find out about how to research an online story and add additional information for your reader:
Assignment:
Directions: Find the sources in these questions and write the answers; include the name of the site and the URL (Web address).
To save time writing URLs, keep your browser and Word documents open. When you find the site you want, highlight the address in the browser bar. Pull down the Edit menu to copy.
Weather Stories
1. You are writing a weather story about a hurricane, and you want to put it in perspective. Find a site that offers a list of hurricanes, and write the name of the site and the URL; then answer these questions: Clue: Check the National Hurricane Center.
a. Name the costliest hurricane in the United States since 1900.
b. When and where did it occur?
c. How much were the damages?
2. You are writing a story about earthquakes. Find a site that offers good tips on earthquake preparedness. Clue: Check the U.S. Geological Survey.
a. Write the URL for the site.
Plane Crashes
3. A small plane has crashed in or near your community. You want to find out how many plane crashes with fatalities occurred in your community and/or your state in the past year. Clue: Check the National Transportation Safety Board under aviation and do a query for your state or area in the past year or two.
a. How many fatal crashes occurred in the last year?
b. How many non-fatal crashes occurred in the last year?
c. If the type of plane or company involved has had more than one fatal crash in the last year or two, check the record of that company using the same query site.
d. What major investigation of an airline crash did the NTSB conduct in 2000? What was the name of the airline that crashed?
U.S. Census Statistics
4. You are writing a story about population growth in your state. The U.S. Census Bureau predicts that in the foreign-born population of the United States will grow significantly. Using the most recent census, localize this story: Clue: U.S. Census Bureau – people – projections for your state.
d. What is the total population for your state based on the most recent census statistics available?
Crime Stories
5. You are writing a story about a sex offender moving into a Roseville, Mich. neighborhood. You know the man's name is Ronald Burnette, but you are not sure of his age or his street address.
You want to check his story and do a background check on the sex offender. Where can you find information about his address and crimes? Clue: Check the Michigan Sex Offender Registry.
a. What is this man’s last known address?
b. What is his offense as listed on the sex offender registry?
Final exercise.
Find the home page for your state. Write the URL.
Sunday, May 23, 2004
ASSIGNMENTS ARE DUE BEFORE CLASS -- Deadline was Sunday, May 23 at 5 p.m. I want to check and email each student in the class personally with questions, comments...If you cannot meet this deadline, please email me with explanation.
For those who met the deadline: Good journalism practice and congratulations!!
Upcoming Class Assignments
No class May 18 -- work on these assignments and put effort into them! It's a lot of work..Have these entered and completed in your blog by Sunday, May 23 at 5 p.m.
PART I
1. Interview someone interesting and write a biography about them. It should be 750 words or more. No less.
Make sure you put links in your biography and write a headline!
PART II
2. Then...More on blogs because we LOVE them!
Read and discuss the history of web logs by Rebecca Blood.
Here is the link..
www.rebeccablood.net.
Some good journalist's blogs are J.D. Lasica, Adrian Holvaty and Dan Gilmore. Andrew Sullivan is also a good blogger. We also saw community blogs at www.ljworld.com.
Blogs are a good way for writers to help find their voice.
Students should locate five journalists blogs either by journalists or about journalists. Write in your blog what you think of each work and what interests you.
4 should be journalists blogs...write the name of the blog and then write a paragraph about it.
1. www.andrewsullivan.com: Andrew Sullivan has created a career out of being a professional blogger. His blog features contemporary musings on governmental issues and also personal reflections. Sullivan's voice in his blog is irreverent and cynical. I like that about it.
--------------------------------------------
Then, the 5th one: Find a blog that interests you -- the book publishers in the group, the sports folks, the magazine folks, the style magazine folks, the music reviewer folks, etc...
Please use your knowledge of html in your blogs!!
PART III
3. Read Journalist's Guide To The Internet...First two chapters. Pay close attention to Decoding Web Addresses and the chapter on Haven For Rumors....
---------------------------------------------------------------------------
Devin Scillian Is TV Personality, Country Crooner
If you know Devin Scillian at all, you get the feeling that "down time" is not a phrase that he's heard.
Devin anchors Local First News at 5, 6 and 11 p.m. on Local 4 and hosts WDIV's weekly current event news program "Flashpoint." He joined the WDIV team in August 1995.
Growing up, Devin was always on the move -- he's a self-described "Army brat." He considers Kansas and Oklahoma his neck of the woods. He graduated with a bachelor's degree in journalism from the University of Kansas in 1985.
As an adult, Devin still can't be still -- whether jetting all over the world covering major news events, or "relaxing" by singing in front of hundreds of thousands of people.
His Web site, www.devinscillian.com is subtitled "An American Storyteller." And, that couldn't be more true. Devin's stories have weaved their way from metro Detroit to vast corners of the world.
Devin's news career has taken him to Sydney, Australia, to cover the 2000 Summer Olympic Games; Russia, where he covered the fall of communism; to the Red Sea at the start of the arms embargo against Iraq; to Israel, to cover the assassination of Prime Minister Yitzhak Rabin; to New York, to cover the bombing of the World Trade Center; to Haiti, for the American invasion; and to south Florida, for Hurricane Andrew.
However, both the proudest and saddest time of his career was for an event where he didn't have to go anywhere. Devin was a news anchor at KFOR-TV in Oklahoma City at the time of the Murrah federal building bombing. He describes the traumatic explosion (and its aftermath) as "a study of despair" but it was also a "life-changing lesson in the power of love and kindness."
Devin helped the station win a prestigious Peabody Award for its coverage. He says the honor "remains for me a symbol of the marvelous potential of television news."
Covering events like that are Devin's favorite parts of the job. He says "having a front row seat for history and writing the first draft of history" give him the most pride.
His on-air career has not been without its embarrassing moments, though. Most memorable to Devin was the one night when he raced out of the newsroom into the studio just as the newscast was starting and grabbed what he thought was his suit jacket. It wasn't. Devin landed in his seat just as the camera came up on him wearing a size 38 regular coat. Devin's normal size is 44 long. In terms of how he looked, Devin says only, "it wasn't pretty."
Devin met his wife, Corey, in high school in Junction City, Kan. They are the parents of four children: Griffin, Quinn, Madison, and Christian. They also have a "flop-eared" rabbit named Pikachu.
Devin's definition of "free time" might be considered work to others.
Devin writes children's books. His first,"Fibblestax", was published in 2000 by Sleeping Bear Press. His second book, "A Is For America," is a national bestseller. He followed it up with "One Nation: America By The Numbers,", then "Cosmo's Moon." His latest book is "P is for Passport."
Devin's also an accomplished country and folk singer. His new album, "A Is For America," is a companion to the best-selling book. It was recorded in Nashville, Tenn., with some of Music City's best session players.
He released a 13-song collection called "Tulsa" in 1999 on High Heel Records. It's available through CD Baby. Click here to find out more about the CD.
In 2001, Devin won the prestigious Detroit Music Award for Best Country Performer.
He's appeared on stage at Detroit's famous "Downtown Hoedown." His music has also aired in numerous television specials.
When he's not singing or writing songs, you might still find Devin practicing music. He plays both the guitar and the piano.
He also enjoys playing basketball, tennis and golf. Devin also likes drawing and painting, and, last but not least, coaching his kids' soccer teams.
You can drop Devin a line at
devins@clickondetroit.com.
For those who met the deadline: Good journalism practice and congratulations!!
Upcoming Class Assignments
No class May 18 -- work on these assignments and put effort into them! It's a lot of work..Have these entered and completed in your blog by Sunday, May 23 at 5 p.m.
PART I
1. Interview someone interesting and write a biography about them. It should be 750 words or more. No less.
Make sure you put links in your biography and write a headline!
PART II
2. Then...More on blogs because we LOVE them!
Read and discuss the history of web logs by Rebecca Blood.
Here is the link..
www.rebeccablood.net.
Some good journalist's blogs are J.D. Lasica, Adrian Holvaty and Dan Gilmore. Andrew Sullivan is also a good blogger. We also saw community blogs at www.ljworld.com.
Blogs are a good way for writers to help find their voice.
Students should locate five journalists blogs either by journalists or about journalists. Write in your blog what you think of each work and what interests you.
4 should be journalists blogs...write the name of the blog and then write a paragraph about it.
1. www.andrewsullivan.com: Andrew Sullivan has created a career out of being a professional blogger. His blog features contemporary musings on governmental issues and also personal reflections. Sullivan's voice in his blog is irreverent and cynical. I like that about it.
--------------------------------------------
Then, the 5th one: Find a blog that interests you -- the book publishers in the group, the sports folks, the magazine folks, the style magazine folks, the music reviewer folks, etc...
Please use your knowledge of html in your blogs!!
PART III
3. Read Journalist's Guide To The Internet...First two chapters. Pay close attention to Decoding Web Addresses and the chapter on Haven For Rumors....
---------------------------------------------------------------------------
Biography example:
Devin Scillian Is TV Personality, Country Crooner
If you know Devin Scillian at all, you get the feeling that "down time" is not a phrase that he's heard.
Devin anchors Local First News at 5, 6 and 11 p.m. on Local 4 and hosts WDIV's weekly current event news program "Flashpoint." He joined the WDIV team in August 1995.
Growing up, Devin was always on the move -- he's a self-described "Army brat." He considers Kansas and Oklahoma his neck of the woods. He graduated with a bachelor's degree in journalism from the University of Kansas in 1985.
As an adult, Devin still can't be still -- whether jetting all over the world covering major news events, or "relaxing" by singing in front of hundreds of thousands of people.
His Web site, www.devinscillian.com is subtitled "An American Storyteller." And, that couldn't be more true. Devin's stories have weaved their way from metro Detroit to vast corners of the world.
Devin's news career has taken him to Sydney, Australia, to cover the 2000 Summer Olympic Games; Russia, where he covered the fall of communism; to the Red Sea at the start of the arms embargo against Iraq; to Israel, to cover the assassination of Prime Minister Yitzhak Rabin; to New York, to cover the bombing of the World Trade Center; to Haiti, for the American invasion; and to south Florida, for Hurricane Andrew.
However, both the proudest and saddest time of his career was for an event where he didn't have to go anywhere. Devin was a news anchor at KFOR-TV in Oklahoma City at the time of the Murrah federal building bombing. He describes the traumatic explosion (and its aftermath) as "a study of despair" but it was also a "life-changing lesson in the power of love and kindness."
Devin helped the station win a prestigious Peabody Award for its coverage. He says the honor "remains for me a symbol of the marvelous potential of television news."
Covering events like that are Devin's favorite parts of the job. He says "having a front row seat for history and writing the first draft of history" give him the most pride.
His on-air career has not been without its embarrassing moments, though. Most memorable to Devin was the one night when he raced out of the newsroom into the studio just as the newscast was starting and grabbed what he thought was his suit jacket. It wasn't. Devin landed in his seat just as the camera came up on him wearing a size 38 regular coat. Devin's normal size is 44 long. In terms of how he looked, Devin says only, "it wasn't pretty."
Devin met his wife, Corey, in high school in Junction City, Kan. They are the parents of four children: Griffin, Quinn, Madison, and Christian. They also have a "flop-eared" rabbit named Pikachu.
Devin's definition of "free time" might be considered work to others.
Devin writes children's books. His first,"Fibblestax", was published in 2000 by Sleeping Bear Press. His second book, "A Is For America," is a national bestseller. He followed it up with "One Nation: America By The Numbers,", then "Cosmo's Moon." His latest book is "P is for Passport."
Devin's also an accomplished country and folk singer. His new album, "A Is For America," is a companion to the best-selling book. It was recorded in Nashville, Tenn., with some of Music City's best session players.
He released a 13-song collection called "Tulsa" in 1999 on High Heel Records. It's available through CD Baby. Click here to find out more about the CD.
In 2001, Devin won the prestigious Detroit Music Award for Best Country Performer.
He's appeared on stage at Detroit's famous "Downtown Hoedown." His music has also aired in numerous television specials.
When he's not singing or writing songs, you might still find Devin practicing music. He plays both the guitar and the piano.
He also enjoys playing basketball, tennis and golf. Devin also likes drawing and painting, and, last but not least, coaching his kids' soccer teams.
- "A Prayer for Owen Meany" by John Irving
- "Where the Sidewalk Ends" by Shel Silverstein
- "One Day in the Life of Ivan Denisovich" by Alexander Solzhenitsyn
- "The Sun Also Rises" by Ernest Hemingway
Favorite books:
- "The Year of Living Dangerously"
- "Shakespeare in Love"
- "O Brother, Where Art Thou?"
- "Schindler's List"
Favorite movies:
- expedia.com
- amazon.com
- kusports.com/basketball/
Favorite Web sites:
- La Shish
Favorite restaurant:
You can drop Devin a line at
devins@clickondetroit.com.
Sunday, May 16, 2004
Some thoughts for the class if you're looking at my blog. (This is for conversation purposes, and is not an additional assignment.)
Some teachers in San Francisco have been placed on leave because they allowed students to view the execution of Nick Berg, which we discussed in our last class.
For our purposes, the video would have shown how information can be carried over the Internet now that is not restricted and how it is posted on a non-traditional web site.
Having seen it, I must say it is disturbing.
Here is the story about the teachers being placed on leave:
"In one case, according to media reports, a social studies teacher at Grossmont High School was said to have played an audiotape of Berg screaming as he was decapitated and to have shown students still photos of the killing downloaded from the Internet.
A photographic arts teacher at nearby El Capitan High School allegedly permitted her students to view the execution video after a student downloaded it on a classroom computer.
A similar incident was reported in Villa Park High School in Santa Ana, where an English teacher was said to have given students in two of his classes the Web site address where they could view footage of the Berg execution."
Here is the link if you'd like to read the whole story.
Teachers Suspended For Showing Berg Execution
From The Associated Press
Conversation About Blogs...
In other thoughts, the Online News Association has been having discussions regarding blogging being placed in a category to receive an award.
It has created much discussion with online journalists. See some messages below.
At 12:37 PM 5/14/04: From a ONA member:
'Asking whether blogs are journalism is like asking
whether a printing press is journalism.'
Oh come on! I thunk everyone knows what sort of blogs
we are talking about more or less. When we start to
get all philosophical and semantic, that's not
helpful. Anyway, my original comment might well be
that of a media elite. So be it. But if journalists
don't define what journalism is, who does? And if no
one does, the OJA should hang it up.
For the record, I have nothing against bloggers.
I'd just assume not watch if that's OK.
Dan Ackman
Senior Columnist
Forbes.com
28 W. 23rd St., 11th flr.
New York, NY 10010
w: 212-366-8930
h: 201-536-0299
Asking whether blogs are journalism is like asking whether a printing press is journalism.
A Weblog is a tool, a format for publishing.
It's the content in each individual publication that determines whether something is journalism -- not the medium or format
the content is being published in.
Most of the content in Weblogs these days isn't
journalism; some of it is equivelent to opinion journalism; and even less of it is equivelent to enterprise journalism.
But the format doesn't dictate the content (though the medium does impact the message).
Is Dan part of the "media elites?" I've been wanting to meet one of those guys!
Anastasia, I hear what you're saying. I love blogs as well...but I'd toss them into the "columnist of the year" or "best editorial" category if I were running a contest. They don't qualify, in my mind, as true journalism, defining journalism as a powerful reciting of the facts, with comment from multiple sources or viewpoints. Blogs tend to be very much "here's what I think...and here's what others think about what i think."
From: OJA on behalf of Anastasia Goodstein
Reply To: OJA
Sent: Friday, May 14, 2004 2:01 PM
To: OJA
Subject: Re: blogs are 99% crap, but...
Here's a contrarian's view -- I love blogs! No, I don't think they are journalism and I don't expect them to be journalism. Bill Moyers said something really cool about blogging on Fresh Air the other day -- that blogging is reminiscent of newspaper journalism's beginnings when any person with a printing press could basically get their point of view out there.
In this time of big, consolidated media, blogs are a refreshing, democratic voice. They are easy to start, often free and have been more successful in building CONVERSATION around the events that are happening in the world than
> > >> most newspaper or magazine websites. When I go to dailykos.com, I go just as much to read the comments/discussion on whatever news item they are linking
to as I do to click on the links.
Some teachers in San Francisco have been placed on leave because they allowed students to view the execution of Nick Berg, which we discussed in our last class.
For our purposes, the video would have shown how information can be carried over the Internet now that is not restricted and how it is posted on a non-traditional web site.
Having seen it, I must say it is disturbing.
Here is the story about the teachers being placed on leave:
"In one case, according to media reports, a social studies teacher at Grossmont High School was said to have played an audiotape of Berg screaming as he was decapitated and to have shown students still photos of the killing downloaded from the Internet.
A photographic arts teacher at nearby El Capitan High School allegedly permitted her students to view the execution video after a student downloaded it on a classroom computer.
A similar incident was reported in Villa Park High School in Santa Ana, where an English teacher was said to have given students in two of his classes the Web site address where they could view footage of the Berg execution."
Here is the link if you'd like to read the whole story.
Teachers Suspended For Showing Berg Execution
From The Associated Press
Conversation About Blogs...
In other thoughts, the Online News Association has been having discussions regarding blogging being placed in a category to receive an award.
It has created much discussion with online journalists. See some messages below.
At 12:37 PM 5/14/04: From a ONA member:
'Asking whether blogs are journalism is like asking
whether a printing press is journalism.'
Oh come on! I thunk everyone knows what sort of blogs
we are talking about more or less. When we start to
get all philosophical and semantic, that's not
helpful. Anyway, my original comment might well be
that of a media elite. So be it. But if journalists
don't define what journalism is, who does? And if no
one does, the OJA should hang it up.
For the record, I have nothing against bloggers.
I'd just assume not watch if that's OK.
Dan Ackman
Senior Columnist
Forbes.com
28 W. 23rd St., 11th flr.
New York, NY 10010
w: 212-366-8930
h: 201-536-0299
Asking whether blogs are journalism is like asking whether a printing press is journalism.
A Weblog is a tool, a format for publishing.
It's the content in each individual publication that determines whether something is journalism -- not the medium or format
the content is being published in.
Most of the content in Weblogs these days isn't
journalism; some of it is equivelent to opinion journalism; and even less of it is equivelent to enterprise journalism.
But the format doesn't dictate the content (though the medium does impact the message).
Is Dan part of the "media elites?" I've been wanting to meet one of those guys!
Anastasia, I hear what you're saying. I love blogs as well...but I'd toss them into the "columnist of the year" or "best editorial" category if I were running a contest. They don't qualify, in my mind, as true journalism, defining journalism as a powerful reciting of the facts, with comment from multiple sources or viewpoints. Blogs tend to be very much "here's what I think...and here's what others think about what i think."
From: OJA on behalf of Anastasia Goodstein
Reply To: OJA
Sent: Friday, May 14, 2004 2:01 PM
To: OJA
Subject: Re: blogs are 99% crap, but...
Here's a contrarian's view -- I love blogs! No, I don't think they are journalism and I don't expect them to be journalism. Bill Moyers said something really cool about blogging on Fresh Air the other day -- that blogging is reminiscent of newspaper journalism's beginnings when any person with a printing press could basically get their point of view out there.
In this time of big, consolidated media, blogs are a refreshing, democratic voice. They are easy to start, often free and have been more successful in building CONVERSATION around the events that are happening in the world than
> > >> most newspaper or magazine websites. When I go to dailykos.com, I go just as much to read the comments/discussion on whatever news item they are linking
to as I do to click on the links.
Some thoughts for the class if you're looking at my blog. (This is for conversation purposes, and is not an additional assignment.)
Some teachers in San Francisco have been placed on leave because they allowed students to view the execution of Nick Berg, which we discussed in our last class.
For our purposes, the video would have shown how information can be carried over the Internet now that is not restricted and how it is posted on a non-traditional web site.
Having seen it, I must say it is disturbing.
Here is the story about the teachers being placed on leave:
"In one case, according to media reports, a social studies teacher at Grossmont High School was said to have played an audiotape of Berg screaming as he was decapitated and to have shown students still photos of the killing downloaded from the Internet.
A photographic arts teacher at nearby El Capitan High School allegedly permitted her students to view the execution video after a student downloaded it on a classroom computer.
A similar incident was reported in Villa Park High School in Santa Ana, where an English teacher was said to have given students in two of his classes the Web site address where they could view footage of the Berg execution."
Here is the link if you'd like to read the whole story.
Teachers Suspended For Showing Berg Execution
From The Associated Press
Conversation About Blogs...
In other thoughts, the Online News Association has been having discussions regarding blogging being placed in a category to receive an award.
It has created much discussion with online journalists. See some messages below.
At 12:37 PM 5/14/04: From a ONA member:
'Asking whether blogs are journalism is like asking
whether a printing press is journalism.'
Oh come on! I thunk everyone knows what sort of blogs
we are talking about more or less. When we start to
get all philosophical and semantic, that's not
helpful. Anyway, my original comment might well be
that of a media elite. So be it. But if journalists
don't define what journalism is, who does? And if no
one does, the OJA should hang it up.
For the record, I have nothing against bloggers.
I'd just assume not watch if that's OK.
Dan Ackman
Senior Columnist
Forbes.com
28 W. 23rd St., 11th flr.
New York, NY 10010
w: 212-366-8930
h: 201-536-0299
Asking whether blogs are journalism is like asking whether a printing press is journalism.
A Weblog is a tool, a format for publishing.
It's the content in each individual publication that determines whether something is journalism -- not the medium or format
the content is being published in.
Most of the content in Weblogs these days isn't
journalism; some of it is equivelent to opinion journalism; and even less of it is equivelent to enterprise journalism.
But the format doesn't dictate the content (though the medium does impact the message).
Is Dan part of the "media elites?" I've been wanting to meet one of those guys!
Anastasia, I hear what you're saying. I love blogs as well...but I'd toss them into the "columnist of the year" or "best editorial" category if I were running a contest. They don't qualify, in my mind, as true journalism, defining journalism as a powerful reciting of the facts, with comment from multiple sources or viewpoints. Blogs tend to be very much "here's what I think...and here's what others think about what i think."
From: OJA on behalf of Anastasia Goodstein
Reply To: OJA
Sent: Friday, May 14, 2004 2:01 PM
To: OJA
Subject: Re: blogs are 99% crap, but...
Here's a contrarian's view -- I love blogs! No, I don't think they are journalism and I don't expect them to be journalism. Bill Moyers said something really cool about blogging on Fresh Air the other day -- that blogging is reminiscent of newspaper journalism's beginnings when any person with a printing press could basically get their point of view out there.
In this time of big, consolidated media, blogs are a refreshing, democratic voice. They are easy to start, often free and have been more successful in building CONVERSATION around the events that are happening in the world than
> > >> most newspaper or magazine websites. When I go to dailykos.com, I go just as much to read the comments/discussion on whatever news item they are linking
to as I do to click on the links.
Some teachers in San Francisco have been placed on leave because they allowed students to view the execution of Nick Berg, which we discussed in our last class.
For our purposes, the video would have shown how information can be carried over the Internet now that is not restricted and how it is posted on a non-traditional web site.
Having seen it, I must say it is disturbing.
Here is the story about the teachers being placed on leave:
"In one case, according to media reports, a social studies teacher at Grossmont High School was said to have played an audiotape of Berg screaming as he was decapitated and to have shown students still photos of the killing downloaded from the Internet.
A photographic arts teacher at nearby El Capitan High School allegedly permitted her students to view the execution video after a student downloaded it on a classroom computer.
A similar incident was reported in Villa Park High School in Santa Ana, where an English teacher was said to have given students in two of his classes the Web site address where they could view footage of the Berg execution."
Here is the link if you'd like to read the whole story.
Teachers Suspended For Showing Berg Execution
From The Associated Press
Conversation About Blogs...
In other thoughts, the Online News Association has been having discussions regarding blogging being placed in a category to receive an award.
It has created much discussion with online journalists. See some messages below.
At 12:37 PM 5/14/04: From a ONA member:
'Asking whether blogs are journalism is like asking
whether a printing press is journalism.'
Oh come on! I thunk everyone knows what sort of blogs
we are talking about more or less. When we start to
get all philosophical and semantic, that's not
helpful. Anyway, my original comment might well be
that of a media elite. So be it. But if journalists
don't define what journalism is, who does? And if no
one does, the OJA should hang it up.
For the record, I have nothing against bloggers.
I'd just assume not watch if that's OK.
Dan Ackman
Senior Columnist
Forbes.com
28 W. 23rd St., 11th flr.
New York, NY 10010
w: 212-366-8930
h: 201-536-0299
Asking whether blogs are journalism is like asking whether a printing press is journalism.
A Weblog is a tool, a format for publishing.
It's the content in each individual publication that determines whether something is journalism -- not the medium or format
the content is being published in.
Most of the content in Weblogs these days isn't
journalism; some of it is equivelent to opinion journalism; and even less of it is equivelent to enterprise journalism.
But the format doesn't dictate the content (though the medium does impact the message).
Is Dan part of the "media elites?" I've been wanting to meet one of those guys!
Anastasia, I hear what you're saying. I love blogs as well...but I'd toss them into the "columnist of the year" or "best editorial" category if I were running a contest. They don't qualify, in my mind, as true journalism, defining journalism as a powerful reciting of the facts, with comment from multiple sources or viewpoints. Blogs tend to be very much "here's what I think...and here's what others think about what i think."
From: OJA on behalf of Anastasia Goodstein
Reply To: OJA
Sent: Friday, May 14, 2004 2:01 PM
To: OJA
Subject: Re: blogs are 99% crap, but...
Here's a contrarian's view -- I love blogs! No, I don't think they are journalism and I don't expect them to be journalism. Bill Moyers said something really cool about blogging on Fresh Air the other day -- that blogging is reminiscent of newspaper journalism's beginnings when any person with a printing press could basically get their point of view out there.
In this time of big, consolidated media, blogs are a refreshing, democratic voice. They are easy to start, often free and have been more successful in building CONVERSATION around the events that are happening in the world than
> > >> most newspaper or magazine websites. When I go to dailykos.com, I go just as much to read the comments/discussion on whatever news item they are linking
to as I do to click on the links.
Tuesday, May 04, 2004
Notes From First Day Of Class, May 4
You learned a little bit about linking...so here's...
A WORD ABOUT LINKING...
The real power of a web story is found in links. Ideally, links allow readers to gain more information than what they are getting on their screens. However, links require a great deal of consideration at several levels on the part of the Web writer.
First, deciding what links should be included in your story demands discipline and logical thinking.
Too many links in a story can be confusing and non productive. Too few can shortchange the reader and reduce the depth of the information the site offers. As the writer, you must decide what is useful to the reader and what is overkill.
So how do you link?
NOTE: I will be sending everyone an email by the end of the week with limited html coding. If I try to post on this blog, it does not show the coding, but creates a link.....
What is a blog?
Preparing for school and making a syllabus, I decided students should create a blogger account.
Here is a defintion of a blog from www.marketingterms.com
Definition:
A frequent, chronological publication of personal thoughts and Web links.
Information:
A blog is often a mixture of what is happening in a person's life and what is happening on the Web, a kind of hybrid diary/guide site, although there are as many unique types of blogs as there are people.
People maintained blogs long before the term was coined, but the trend gained momentum with the introduction of automated published systems, most notably Blogger at blogger.com. Thousands of people use services such as Blogger to simplify and accelerate the publishing process.
Blogs are alternatively called web logs or weblogs. However, "blog" seems less likely to cause confusion, as "web log" can also mean a server's log files.
Synonyms:
web log
weblog
Rebecca Blood offers a history of blogs here.
(Due by 5 p.m. Tuesday, May 11)
Comment on this article by J.D. Lasica; post your comments on your blog. Lasica asks questions at the end of the commentary, which may help frame your own comments.
----> (print out story if it helps you)
Blogs: Participatory Journalism
Other assignments
Read first two chapters of "Web Journalism: Practice and Promise." Be ready to comment about chapters when called on in class.
You learned a little bit about linking...so here's...
A WORD ABOUT LINKING...
The real power of a web story is found in links. Ideally, links allow readers to gain more information than what they are getting on their screens. However, links require a great deal of consideration at several levels on the part of the Web writer.
First, deciding what links should be included in your story demands discipline and logical thinking.
Too many links in a story can be confusing and non productive. Too few can shortchange the reader and reduce the depth of the information the site offers. As the writer, you must decide what is useful to the reader and what is overkill.
So how do you link?
NOTE: I will be sending everyone an email by the end of the week with limited html coding. If I try to post on this blog, it does not show the coding, but creates a link.....
All About Blogs
What is a blog?
Preparing for school and making a syllabus, I decided students should create a blogger account.
Here is a defintion of a blog from www.marketingterms.com
Definition:
A frequent, chronological publication of personal thoughts and Web links.
Information:
A blog is often a mixture of what is happening in a person's life and what is happening on the Web, a kind of hybrid diary/guide site, although there are as many unique types of blogs as there are people.
People maintained blogs long before the term was coined, but the trend gained momentum with the introduction of automated published systems, most notably Blogger at blogger.com. Thousands of people use services such as Blogger to simplify and accelerate the publishing process.
Blogs are alternatively called web logs or weblogs. However, "blog" seems less likely to cause confusion, as "web log" can also mean a server's log files.
Synonyms:
web log
weblog
Rebecca Blood offers a history of blogs here.
Assignment For Next Class
(Due by 5 p.m. Tuesday, May 11)
Comment on this article by J.D. Lasica; post your comments on your blog. Lasica asks questions at the end of the commentary, which may help frame your own comments.
----> (print out story if it helps you)
Blogs: Participatory Journalism
Other assignments
Read first two chapters of "Web Journalism: Practice and Promise." Be ready to comment about chapters when called on in class.
Saturday, May 01, 2004
Welcome to JRN 411 Spring 2004
JRN411 Reporting With The Internet Spring 2004
Instructor/Lecturer: Michelle F. Solomon
Time: Tuesdays, 6:30 p.m. to 9:50 p.m.
Place: O’Dowd Hall 207
Email: msolomon@clickondetroit.com
Phone: 313-223-2222
COURSE DESCRIPTION
The Reporting with the Internet course is designed to provide students with hands on, practical experience of reporting on complex issues involving multiple sources, both using the Internet as a reporting tool and reporting for the Internet.
In many modern newsrooms, television, radio and newspaper, journalists are called on to not only write stories for the medium the organization has deemed its main news source, but contemporary journalists are now required to write stories for news organizations’ Web sites.
There are also many opportunities for journalists to be employed as cyberjournalists.
In this class you will learn how to navigate the Internet to locate vital, reliable sources of information for use in articles, and to use the Internet and the World Wide Web (WWW) to develop stories. You will also learn how to get "the edge" as a 21st century reporter who is able to write and produce a compelling story for the Internet.
This course, as you can see, is two-fold. You will learn the difference between reliable sources on the Web, develop skills on gathering information quickly and accurately in a news-deadline situation, and become a versatile writer who is able to gather research to complement a well-rounded cyber-story.
Required Texts:
Stovall, James Glen. (2004) "Web Journalism: Practice and Promise of a New Medium." Boston, Mass; London: Pearson Education, Inc.
Callahan, Christopher. (2003) "A Journalist’s Guide To The Internet." Boston, Mass. Pearson Education, Inc.
Extra supplies:
Please have one or two (3.5) floppy disks. You will be required each week to bring these to class for notes and class assignments.
Use of HTML
Students will learn limited HTML. By this I mean that you will be able to create links in stories, learn how to boldface, submit italics, and underline text, and create cosmetic items such as bullets, numbers and headline fonts using HTML.
History of the Web/Internet
Discussions will include the beginnings of the World Wide Web. How did this new medium come to exist? What are the drawbacks of the new medium and what does this mean for the future of news reporters and news audiences?
NUTS AND BOLTS
As a student in an advanced level reporting class, this course requires students to act as working journalists. You will learn in this class what is important in a working newsroom and the important role each person plays in a professional setting as a member of a team.
Attendance
It should be obvious that attendance in a course such as this is essential. Attendance for every class is strongly recommended. The course relies heavily on the discussions in class and the hands-on work we will do in class.
There may be questions on exams or useful in a project that are not found in textbooks and emanate from classroom interaction. Missing more than two classes may result in a failing grade.
**If you are ill or know in advance that you will not be able to make class, please e-mail me at the above e-mail address BEFORE class.
Note that if you are not present when an assignment is due, it does not exempt you from having to turn in the assignment on time.
Classroom Participation
Most of what you learn will be implemented with hands on use of the Internet. From our discussions, honing your news skills, learning limited computer code and Web techniques, and being an active participant in our “working newsroom,” you should have learned what “edge” is needed to get the job that you want when you graduate.
By the end of the semester, you should know:
how to use Internet as a tool to help you research and complement your stories.
the difference between all convergent media (and have added the word "convergent" to your vocabulary!)
how to make sound news decisions.
have improved your interview skills.
how to work in tandem with all elements of production.
created 5-10 Internet stories to include in your portfolio.
Cheating and plagiarism:
Plagiarism, cheating or aiding in someone else’s cheating will result in a failing grade for the course. Be sure to always credit your sources and never take anyone’s work directly from the Internet without credit. Please familiarize yourself with the University policies on plagiarism.
Spelling and grammatical errors:
If you want to be a writer, you must know how to spell correctly. Become best friends with spell check, although don’t rely on it! Grammar and good writing are extremely important in this course.
Course Requirements:
1) Blog assignments:
There will be in class assignments, which will be graded, throughout the course. There will also be class discussions based on the textbook literature. Please be sure to READ your assigned texts as there may be material on the final exam that has not been covered in detail in class. It is vital that you participate in blog assignments and discussions in class.(20 percent of grade)
2) Respondent:
Each week, a class member will take the responsibility of framing the issues to be discussed. You will be responsible for framing a portion of the class discussion. This could include a commentary from the text, a current events discussion, i.e. how the Internet is handling the upcoming election; something you’ve found of interest on the ‘net – a blog (you’ll know this term by end of semester, if you don’t already), an article in a journal such as Online Journalism Review, you get the drift. I will be handing out a schedule of who will be assigned in regards to each week. You do not have to carry the entire class time, but a portion of it. Bring to class a short written contextualizing piece that frames what you see as the issue for discussion including:
Terms learned from discussion, texts.
Example or handout of the work you will offer up for discussion.
What impact the issue has in the future of the medium or another medium.
Email each class member your paragraph before class, so we may all refer to it in discussion. Or you may post your work on your blog and we can access your discussion through there.
NOTE: Respondent participation counts as a large portion of your grade. Do not switch with another class member unless you have permission of the lecturer. Let’s all make a mental note to mention who the following week’s respondent will be. Of course, there will be an assigned list you should attach to this syllabus. (30 percent of grade)
3.) Homework Assignments: Class participation is vital in this course. Each week, you will be given an assignment to produce in class. You will also be required to have discussions on assigned topics with other members of the class. Being a good communicator is essential to becoming a good journalist. Be ready to communicate! (20 percent of grade)
4.) Final Exam: The final exam will cover what we have discussed in class and elements of lecture notes and the textbooks. (30 percent of grade)
Not A Requirement, But Good Advice:
5.) Extra Credit: Extra projects, ideas are always welcome and encouraged and should be discussed with the lecturer. An original project, idea, story, OKed by the lecturer may count for extra credit. Extra credit, however, should not be relied upon to pass the course.
If you read nothing else, read this…
The Tao Of Solomon:
Cyberjournalists have to integrate a number of journalism skills: They have to be:
Visual (television reporters)
Have strong, descriptive writing skills (print reporters)
Be able to establish stories in short bursts (internet reporters)
Be descriptive and able to "sell" the Web (savvy marketers)
Motivation and learning is the key to success in any field, especially journalism.
In today’s job market, opportunities are limited. It is those that have perseverance and skill that will succeed.
JRN411 Reporting With The Internet Spring 2004
Instructor/Lecturer: Michelle F. Solomon
Time: Tuesdays, 6:30 p.m. to 9:50 p.m.
Place: O’Dowd Hall 207
Email: msolomon@clickondetroit.com
Phone: 313-223-2222
COURSE DESCRIPTION
The Reporting with the Internet course is designed to provide students with hands on, practical experience of reporting on complex issues involving multiple sources, both using the Internet as a reporting tool and reporting for the Internet.
In many modern newsrooms, television, radio and newspaper, journalists are called on to not only write stories for the medium the organization has deemed its main news source, but contemporary journalists are now required to write stories for news organizations’ Web sites.
There are also many opportunities for journalists to be employed as cyberjournalists.
In this class you will learn how to navigate the Internet to locate vital, reliable sources of information for use in articles, and to use the Internet and the World Wide Web (WWW) to develop stories. You will also learn how to get "the edge" as a 21st century reporter who is able to write and produce a compelling story for the Internet.
This course, as you can see, is two-fold. You will learn the difference between reliable sources on the Web, develop skills on gathering information quickly and accurately in a news-deadline situation, and become a versatile writer who is able to gather research to complement a well-rounded cyber-story.
Required Texts:
Stovall, James Glen. (2004) "Web Journalism: Practice and Promise of a New Medium." Boston, Mass; London: Pearson Education, Inc.
Callahan, Christopher. (2003) "A Journalist’s Guide To The Internet." Boston, Mass. Pearson Education, Inc.
Extra supplies:
Please have one or two (3.5) floppy disks. You will be required each week to bring these to class for notes and class assignments.
Use of HTML
Students will learn limited HTML. By this I mean that you will be able to create links in stories, learn how to boldface, submit italics, and underline text, and create cosmetic items such as bullets, numbers and headline fonts using HTML.
History of the Web/Internet
Discussions will include the beginnings of the World Wide Web. How did this new medium come to exist? What are the drawbacks of the new medium and what does this mean for the future of news reporters and news audiences?
NUTS AND BOLTS
As a student in an advanced level reporting class, this course requires students to act as working journalists. You will learn in this class what is important in a working newsroom and the important role each person plays in a professional setting as a member of a team.
Attendance
It should be obvious that attendance in a course such as this is essential. Attendance for every class is strongly recommended. The course relies heavily on the discussions in class and the hands-on work we will do in class.
There may be questions on exams or useful in a project that are not found in textbooks and emanate from classroom interaction. Missing more than two classes may result in a failing grade.
**If you are ill or know in advance that you will not be able to make class, please e-mail me at the above e-mail address BEFORE class.
Note that if you are not present when an assignment is due, it does not exempt you from having to turn in the assignment on time.
Classroom Participation
Most of what you learn will be implemented with hands on use of the Internet. From our discussions, honing your news skills, learning limited computer code and Web techniques, and being an active participant in our “working newsroom,” you should have learned what “edge” is needed to get the job that you want when you graduate.
By the end of the semester, you should know:
how to use Internet as a tool to help you research and complement your stories.
the difference between all convergent media (and have added the word "convergent" to your vocabulary!)
how to make sound news decisions.
have improved your interview skills.
how to work in tandem with all elements of production.
created 5-10 Internet stories to include in your portfolio.
Cheating and plagiarism:
Plagiarism, cheating or aiding in someone else’s cheating will result in a failing grade for the course. Be sure to always credit your sources and never take anyone’s work directly from the Internet without credit. Please familiarize yourself with the University policies on plagiarism.
Spelling and grammatical errors:
If you want to be a writer, you must know how to spell correctly. Become best friends with spell check, although don’t rely on it! Grammar and good writing are extremely important in this course.
Course Requirements:
1) Blog assignments:
There will be in class assignments, which will be graded, throughout the course. There will also be class discussions based on the textbook literature. Please be sure to READ your assigned texts as there may be material on the final exam that has not been covered in detail in class. It is vital that you participate in blog assignments and discussions in class.(20 percent of grade)
2) Respondent:
Each week, a class member will take the responsibility of framing the issues to be discussed. You will be responsible for framing a portion of the class discussion. This could include a commentary from the text, a current events discussion, i.e. how the Internet is handling the upcoming election; something you’ve found of interest on the ‘net – a blog (you’ll know this term by end of semester, if you don’t already), an article in a journal such as Online Journalism Review, you get the drift. I will be handing out a schedule of who will be assigned in regards to each week. You do not have to carry the entire class time, but a portion of it. Bring to class a short written contextualizing piece that frames what you see as the issue for discussion including:
Terms learned from discussion, texts.
Example or handout of the work you will offer up for discussion.
What impact the issue has in the future of the medium or another medium.
Email each class member your paragraph before class, so we may all refer to it in discussion. Or you may post your work on your blog and we can access your discussion through there.
NOTE: Respondent participation counts as a large portion of your grade. Do not switch with another class member unless you have permission of the lecturer. Let’s all make a mental note to mention who the following week’s respondent will be. Of course, there will be an assigned list you should attach to this syllabus. (30 percent of grade)
3.) Homework Assignments: Class participation is vital in this course. Each week, you will be given an assignment to produce in class. You will also be required to have discussions on assigned topics with other members of the class. Being a good communicator is essential to becoming a good journalist. Be ready to communicate! (20 percent of grade)
4.) Final Exam: The final exam will cover what we have discussed in class and elements of lecture notes and the textbooks. (30 percent of grade)
Not A Requirement, But Good Advice:
5.) Extra Credit: Extra projects, ideas are always welcome and encouraged and should be discussed with the lecturer. An original project, idea, story, OKed by the lecturer may count for extra credit. Extra credit, however, should not be relied upon to pass the course.
If you read nothing else, read this…
The Tao Of Solomon:
Cyberjournalists have to integrate a number of journalism skills: They have to be:
Visual (television reporters)
Have strong, descriptive writing skills (print reporters)
Be able to establish stories in short bursts (internet reporters)
Be descriptive and able to "sell" the Web (savvy marketers)
Motivation and learning is the key to success in any field, especially journalism.
In today’s job market, opportunities are limited. It is those that have perseverance and skill that will succeed.
