J562: Reporting II

School of Journalism and Communication, University of Oregon

Fall 2020

Instructor: Damian Radcliffe, Carolyn S. Chambers Professor in Journalism, Professor of Practice

Office hours: 4-5pm Monday, 12pm-1pm on Wednesday. Virtual meetings (obviously).
Other times by appointment.
Email: damianr@uoregon.edu
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe
Class Hours: Remote learning, with Live Classes on Tuesday, group Office Hours on Thursday.
Core Hours: 12.15pm – 13.45pm every Tuesday and 12.15pm – 1.00pm on Thursday.
Stay up to date via Canvas.

Course Description
Reporting II is a compulsory, discussion based, course with some core components:

1. An issues assignment
2. A public records assignment
3. Portfolio development

Within this, and outside of it, there is a lot of scope for you to develop your own areas of expertise
based on the subject areas – and content mediums – that you want to specialize in, building on the
work you have already done at the SOJC.

I know some of you are only taking this because you have to. And I know that all of you would prefer
to be taking this class face-to-face. I would prefer that too.

Even though this is a compulsory class, I will tailor it as much as possible to support each of you as
individuals. And, whatever the areas of journalism you want to work in, the themes and ideas
explored in this class will be essential to becoming a better reporter and journalist. I will work with
you to define the areas you want to develop and further specialize in, and to help you identify how
you can get there.

To help you do this, we will focus on a broad spectrum of different types of reporting, how this is
changing and evolving, and the skills that modern journalists need to succeed.

Grounded in current practice, this class will give you the opportunity to be able to demonstrate your
reporting skills through new work, showcasing your “greatest hits” and being able to talk confidently
about the state of journalism today through your contemporary knowledge of the industry.

At the heart of this will be an understanding of the rudiments of public affairs and community
reporting. These areas underpin much of the journalistic profession, with skills and knowledge which
transfer to all beats. Developing these journalistic muscles will therefore make you a better
journalist, photographer, editor and storyteller.

I am looking forward to working you and seeing you grow as a journalist in the coming term.
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Course Format
COVID-19 and Teaching Online
I appreciate that the coronavirus continues to throw further curveballs into plans for this class and life in
general. I know you are all going through a lot, and that the shape of your time at the SOJC / UO is
currently very different from what you had expected. I know it's a deeply unsettling and confusing time.

Despite this, I know that we are all committed to making this class a success and that we will still lots.
We will have fun while doing it too. Promise!

Also remember that the challenges you face producing work remotely are being encountered by
industry professionals around the world. The skills you will demonstrate in this class – resilience,
creating high quality journalism often while on lockdown and (definitely while) social distancing – will
stand you in good stead for when you graduate.

Against this backdrop, here’s some more information on how this class will work.

Live vs. Non-Live classes

● Per your email feedback prior to the start of term, I propose that:

o 50% of our allocated class time will be for live (synchronous classes).

o We will meet for a live class every Tuesday.

If you can, please make every effort to make this session.

o On Thursday’s, I’ll be available from 12.15pm – 1pm for informal class conversations,
based on assignments, readings etc. please use this time as you need it.
Think of this as a group Office Hours. Attendance – and what we talk about – is up to you.

o Both sessions will be recorded and posted to Canvas.

So, if you’re unable to attend live, you can catch-up in your own time.

● We’ll regularly check in to see if this is working for you. If it’s not, we’ll pivot accordingly.

NB: You may find it advantageous to use time originally set aside for this class to do the work for it.
Having a regular schedule and work routine is one way to keep on track when remote working.

Learning Outcomes
Although we are working 100% online together this term, these are unchanged from if this class had
been face-to-face. You will learn the same skills and knowledge, you will just deploy them differently.

Specifically this term, you will:

1. Develop your sense of what kind of journalist you want to be – by digging deep into a vertical
and/or beat of your choosing (in consultation with me)

2. Produce an in-depth issue piece, reporting remotely (which is how many newsrooms work).

3. Develop your online footprint and portfolio, so that you have a professional digital presence.

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 4. Talk to UO alums working in the industry - in a variety of different roles - to hear about their
jobs, how to find a job etc.

5. Learn how to network - a vital skill which comes up time and again with guest speakers, but
seldom gets taught.

6. Understand key concepts/issues in terms of how journalism is changing and what that means
for you. We'll learn this through reading, talking to guests, and through group conversations.

7. Develop your ability to critique journalism - and what makes for good/bad reporting.

Ideas, feedback and suggestions are always welcome. Don't hesitate to reach out if there's anything I
can help with, or you want to know.

Approach and Course Philosophy

Over 10 weeks you will undertake a wide range of individual and group tasks, designed to give you a
strong foundation in the skills journalists need in 2020 (and beyond).

The course purposefully explores a wide range of topics and skill areas, giving you a taster for
different types of journalism.

You can further explore these areas in future terms, by taking more specialist classes.

The class will also challenge you to be able to critically evaluate what makes for good reporting.

Being able to discuss the tenets of good journalism, different types of journalism and storytelling, as
well as having your own clips to show these skills and knowledge in action – all of which you will be
able to do by the end of term – are the foundation of successful job interviews.

This class does focus more on writing, but I hope you all understand that the ability to write – and to
do it well – is essential for all journalists and content creators, whatever your specialism. If you want
to create work using other mediums for this class – either as the key focus of a project, or as a part
of it – then I am very open to that. Just agree the approach with me in advance.

10 skills you can expect to learn and hone this term:

1. Where to look for a story

2. Developing – and finding – sources for stories
3. Advanced interviewing skills
4. Advanced writing skills
5. Networking skills
6. Pitching skills
7. Practice at refining and revising your work (based on personal reflection and feedback)
8. How to find and use online public records
9. How to push back against the “fake news” narrative and demonstrate why journalism matters
10. “Journalist as a brand” - the importance of portfolios and your digital footprint

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Learning Methods
These will include:

• Class lectures, discussions and conversations with guest speakers, me and your peers
• Reading – and critically evaluating – a wide range of content
• In-­­class assignments and tasks (writing, reading, listening, pitching etc.)
• Out of class assignments (story development, interviewing, writing etc.)
• Reflecting on key lessons from our classes (e.g. on a group Google Doc)

Estimated student workload

Even though teaching for Fall 2020 is online, this does not impact on your expected time
commitment to this class.

Graduate students are expected to perform work of higher quality and quantity, typically with forty
hours of student engagement for each student credit hour. Therefore, a 4-credit graduate course – like
this - would typically engage students c. 160 hours during the term.

Tasks will include: reading, identification of case studies, preparation of presentation materials and
papers, fieldwork (interviewing, creation of content) and portfolio development.

Some assignments, and work for this class, will run concurrently. You will need to manage your time
accordingly, to balance competing workloads from this class and others. Time management – which
includes juggling competing priorities – is a skill you will always need, both in school and after.

How this class works

Even though we’ll be separated by physical distance, I am placing a premium on student interaction, and
want to make sure you understand the material and get the support you need.

To engage with your instructor, I encourage you to post any questions or comments in the Discussions
tab on Canvas. This forum is visible to everybody in the class, and that’s a good thing. If you have a
question, there’s a good chance a classmate is wondering about something similar. I will monitor the
board and will respond within 24 hours.

To meet face-to-face, I’ll be hosting our live office hours through Zoom. The appointments for the term
will be set up in advance, so you can see them by logging onto Canvas. I am happy to chat with you
about anything related to assignments, the material, reporting or the industry in general in this time.

If you plan to miss a scheduled, synchronous portion of class, please let me know in advance. I am open
to being flexible, but want to make sure you’re keeping up with your learning.

Technical Requirements

Canvas will be the primary portal for all communication this term.

Log into canvas.uoregon.edu using your DuckID to access all details relating to our class.

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Here you will find announcements, discussion boards, rubrics and deadlines for assignments and
modules reminding you of the work which needs to be done each week.

If you have questions about accessing and using Canvas, visit the Canvas support page. Canvas and
Technology Support also is available by phone or live chat: Monday–Sunday | 6 a.m.–12 a.m. 541-346-
4357 | livehelp.uoregon.edu

If you face Internet access challenges, computer labs are open for students at the Eugene campus. Some
companies are offering free access during this challenging time. To learn more about options visit
Information Services’ web page on going remote.

Aside from Canvas for this class you will also need:

1. Zoom - this will be the primary way that you will participate in live classes. Please download this
prior to our first class and spend a bit of time getting familiar with how to use it. Here is an
overview from UO on how to do that.

2. Google Docs - we’ll use this tool for a number of assignments.

3. A Medium account - which will be the platform for much of your written (graded) work. You
don’t need a paid account, just the standard one: https://medium.com/

Engagement

Classes will include a mixture of short informal online lectures (often showcasing key ideas and
concepts, which we will then discuss), creative assignments, discussions with industry professionals,
sharing lessons and learning from your reading, collective feedback on assignments, reflections on
previous talks etc.

We are a small – but full – class of 15 students, which is a perfect size for meaningful, valuable,
discussion with your peers. Our classroom is an active learning space. It is an arena for the exchange of
ideas and knowledge.

You should treat it like a newsroom and a production office. This means that you need to be
comfortable pitching ideas, receiving – and giving – feedback, and treating everyone in the room with
due respect.

It also means doing your prep. For example, researching guest speakers in advance of us talking to them.
These people are giving up their valuable time to talk to us, we want to make it worth their while.

There are no wrong answers and bad ideas, only answers and ideas which could be developed better.
It’s our job to work together to enable everyone to deliver the best possible outputs from the course.

Your active participation is vital. And this is reflected in the grade structure for the term.

Assignments
These will require original research, analysis, reporting and writing. This may involve additional reading,
conversations/interviews, and information-gathering that can be done remotely and on different days
and times.

Like all media professionals, you’ll find some tasks easier – and more enjoyable – than others. This will
ebb and flow throughout the term. That’s normal! Sometimes, ideas and concepts might take some
getting used to. Other times, they won’t. Plan your time, energy and resources accordingly.

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Feedback and Rewrites
A number of assignments will include opportunities to rewrite and edit materials, following feedback
from me and/or your peers.

You will sit down (virtually) with me to review and discuss: a) your draft Big Issue story (which you will
also review with one of your peers, before meeting me), and b) your portfolio.

This reflects the reality of many newsrooms and will almost always result in your revised work being of a
higher standard. These exercises will help you to improve your skills and news sensibilities.

I believe that 1-1 discussions about your work is often more valuable than one-way written feedback.
This personal 1-1 teaching will take place during class time, office hours and other times. These 1-1
sessions will typically last for 10-15 mins each.

You will be expected to take notes during these sessions; and to action – or at least consider – the
recommendations given. Where class time is reassigned to allow for this 1-1 feedback, you are
encouraged to use the class time to work on other assignments for this class.

Notes on Graded Assignments

You’ll be given a detailed brief, on Canvas and in class, for each assignment. This will include clear
directions of what’s expected and by when. I will also post a discussion board for each assignment on
Canvas. So, if anything is unclear, please ask there, so that everyone can see my response(s).

Assignments will require original research, analysis, reporting and writing. This may involve additional
reading, conversations/interviews, and information-gathering during different days and times. All of this
can be successfully done from home.

Grade/Percentage/Point ratios

▪ A 93-100 percent ▪ C+ 77-79 percent

▪ A- 90-92 percent ▪ C 73-76 percent
▪ B+ 87-89 percent ▪ C- 70-72 percent
▪ B 83-86 percent ▪ D 60-69 percent
▪ B- 80-82 percent ▪ F 0-59 percent

Expectations and Standards:

▪ An A story is one that could be published with very minor editing. Or no editing at all.
▪ A B story is publishable, but it would need some fixes first.
▪ A C story would need major revisions to be published.
▪ A D story would not be published; it has significant flaws.
▪ An F story has one or more major fact errors, is plagiarized or is exceptionally late.
Or all three. Or it may simply have more significant flaws than a D story.

Deadlines
Journalists have to deliver work on time. Even during COVID. You’re a journalist, so that principle applies
to this class. If you submit work late, you will be docked one full grade for every 24 hours past deadline.

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If there’s a legitimate reason for this, we will – together – agree a revised date, provided you discuss it
with me first, and at the earliest possible point. That’s how I’d treat my Editors (and remember I still file
a minimum of four stories a month for different outlets), so I expect you to operate in the same way.

I’ll treat you the same way any Editor would. However, they will expect early communication in the
event of any problems. Treat me like you would your Editor/Commissioner.

Assignments

- Writing (35%)

Beat Memo: Part One – you and your journalism goals (5%)
What kind of reporter do you want to be? This assignment will task you to think about what type of
journalism you want to produce – be that by subject matter, medium, or type of journalism (e.g.
engagement, solutions journalism etc.) that you want to deploy.

You will produce a draft of this in Week One, thinking about how you can weave the principles and
activities of this class into your learning goals for the term – and how this class will help get you to
where you want to be as a journalist.

At the end of term, you will update the Memo, to also include elements talking about how the class
helped you, and your next steps towards getting to where you want to go. I will grade the final
version of this, at the end of term, but also give you feedback on the start of term draft.

For help with this assignment, I encourage you take advantage of the coaching opportunities
provided by Writing Central: http://journalism.uoregon.edu/sojc-writing-central/

Beat Memo: Part Two – interview a journalist (5%)

What kind of reporter do you want to be? We’ll find this out in two ways: through conversations
with guest speakers and through you finding – and interviewing a journalist about their work.

In doing this, you will need to find – and reach out to – a journalist from an outlet of your choosing.
Use this opportunity to find out more about your dream news organization, or role, identify your
own personal skill/knowledge gaps, and to expand your personal/professional network.

Together, we will shape the format of this write-up, inspired by the Lifehacker series “How I Work.”
https://lifehacker.com/c/how-i-work - we will aim to get lessons published. I have already spoken to
the Editor of journalism.co.uk about this. Don’t let the UK domain fool you, they have an
international audience of nearly 140k followers on Twitter alone, and they’re keen to publish your
work, if it successfully brings out transferable lessons and insights for other journalists.

Here’s some examples of work they’ve previously published written by SOJC students, some in
partnership with me:

o How power and privilege shape communities

o Eight newsroom beats you did not know covered climate change
o The mainstreaming of data reporting and what it means for journalism schools
o Landing your dream internship: 3 tips from WSJ’s Ryan Knutson

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Some others published elsewhere (all by Destiny Alvarez a former Masters student, while at UO):

o 7 tips for non-Native journalists covering Indigenous communities

o 5 tips for women to overcome challenges in the media
o What’s it like to be a woman in media? Four women share their experience.
o 6 tips to supercharge your climate change reporting
o Seven ways journalists can up their social media game

For help with this assignment, I encourage you again to take advantage of the coaching
opportunities provided by Writing Central: http://journalism.uoregon.edu/sojc-writing-central/

This assignment is a create opportunity to build your industry network, think about the type of
journalist you want to be, and getting a professional writing credit in the process.

“Big Issue” (25%)

This is your showcase feature for this class, exploring a topic/person/institution of your choice. As
such, it is worth 25% of your grade. You’ll pitch a couple of ideas to class – akin to pitching a story to
an Editor - and be commissioned to write the best one. Students will submit a draft, and then
produce a final rewrite based on my feedback.

Rewriting is an important part of the learning process. This includes the possibility of doing
additional reporting to improve your story. I am happy to give you an indicative grade for the draft,
but only your final submission will be graded.

For help with this assignment, you will be required to run a draft past the coaches at Writing
Central. You will also get input from me and your peers on a draft.

Again, I’ve had examples of these stories published in the past. This should be your goal here too.

Examples:

o One Home at a Time, Jade Stewart, Eugene Weekly, 08 August 2019

o Proposed Title IX guidelines: What might change, and what this might mean, Renata
Geraldo, The Daily Emerald, 13 May 2019

- Research And Online Records (10%)

Paper trail “sleuth” assignment (10%)

Working in groups of three, you will be required to conduct a public records and documents search
of a selected public official in Oregon. This involves using online public records, websites and other
sources to gather specific information about the public official.

Detective work like this is a core skill for most reporters, and is also applicable to multiple beats. You
will be surprised at how much information you can find online!

Building on the Voting Guide you produced during the summer, from this you will write a short 600-
800 word profile on this official, along the lines of “Six things you need to know about x,” showing
how you can put this research into practice and into a quickly accessible and understood format.

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 - Professional Portfolio (20%)

Having a strong online presence is vital for prospective employers; and represents a great
opportunity for you to showcase your personal brand - and work - online.

To encourage you to establish this presence online, this task will ensure that you have the following
in place by the end of term:

1. A personal portfolio website

2. A LinkedIn profile
3. An About.Me splash page - https://about.me/

- Engagement (15%)

As mentioned at several points in this syllabus; our classroom - even an online one - is a newsroom.
This means that you need to be comfortable pitching ideas, receiving – and giving – feedback, and
treating everyone in the group with due respect.

You'll ask questions of guest speakers, share - and produce - work in class (much of it against the
clock,) throughout the term. This work feeds into this grade.

This includes, for each guest speaker, three students who will be assigned to take the lead in asking
questions of our guest. You can sign-up for a speaker that interests you, or be allocated at random.

Examples of work captured by this participation grade:

● Engagement with guest speakers

● Contribution to class discussions on Canvas and in Class
● Pitching ideas
● Giving helpful, respectful feedback to your peers, on their work
● Reflections on industry reading
● Weekly Learning Journals

- Principles of Journalism + Journalistic Practice (20%)

I will assign reading/watching of content related to emerging areas of journalism, such as Solutions
Journalism, as well as important activities such as disinformation and investigative reporting.

You will produce a short write-up from each, every week, showcasing what you have learned.
SOJC Webinars (60 mins available live and as pre-recorded catch-ups)

o Week 2, Monday, Oct. 5, 5 p.m. — Journalism, Politics and the 2020 Election with Regina
Lawrence and Brent Walth

o Week 3, Monday, Oct. 12, 5 p.m. — Sports, Journalism, and 2020 Social Activism with Troy
Elias, Lori Shontz, and Jevon Holland (UO student athlete)

o Week 4, Monday, Oct. 19, 5 p.m. — Gender, Race, and Identity in the 2020 Election with
Regina Lawrence, Dayna Chatman, and Amanda Cote

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 o Week 5, Monday, Oct. 26, 5 p.m. — Connecting with Communities, Reaching Rural America
with Lisa Heyamoto, Damian Radcliffe, and Todd Milbourn

o Week 7, Monday, Nov. 9, 5 p.m. — Journalism and the 2020 Election: A Debrief (panel TBD)

Other topics to be explored in Weeks 1, 6, 8, 9 and 10.

o Intro to: Solutions Journalism

o Intro to: Engagement and Engaged Journalism

o Intro to: Investigative Reporting

o Reporting on COVID-19 and Disinformation (online course, worth double, as the course is 2
hours long)

Assignment Values
Tasks/Weighting (subject to revision/changes)
Activity Tasks % of grade Points
Writing 1. Beat Memo – Pt. 1 (you and your goals) 5% 50
2. Beat Memo – Pt. 2 (Interview a journalist) 5% 50
3. “Big Issue” 25% 250
35% 350
Research 3. Paper trail (pairs) 10% 100
10% 100
Portfolio 4. Professional portfolio
● About.Me 3% 30
● LinkedIn 5% 50
● Portfolio website 12% 120
20% 200
Principles and 5. Weekly reflection on the craft of journalism 20% 200
Practice x 10 (learning via webinar, podcasts etc.)
20% 200
Engagement 6. Class participation via Canvas 15% 150
15% 150
TOTAL 100% 1,000

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How Grades Will Be Determined – the mechanics

Grading Grid:

Category A B C D F

Strong lead: Vivid, telling Provides Essential Not a direct Factual

Informative detail. essential information lead and/or error(s).
hard information. but lacking important
(summary) clarity, information
news lead or conciseness missing.
compelling and/or detail.
anecdotal
opening.

Essential Who, what, 5 Ws covered Essential Essential Does not tell a

information where, when and but story not information information story.
covered. why organized provided but missing and/or
answered. clearly with disorganized. disorganized.
Story / most
Analysis important
logically information
organized. at the top.

Appropriate Strong use of Appropriate Quotes and Quotes or Quotes and

use of quotes quotes, with the use of quotes attribution attribution attribution
and best quote high and provided. missing missing
attribution. in story. attribution.
Attribution
provided when
needed.
Clear and Clear and concise Basically clear Thorough Writing style is Unintelligible.
concise writing. and concise. editing inappropriate
writing. Appropriate needed to for a news
news-­­writing meet story.
Appropriate style (i.e., short standards.
news-­­ paragraphs,
writing or descriptive detail,
analytical active verbs, no
style. first-­­person).

Factually Mechanically 1-­­2 minor 1 major error 2 major errors Fatal flaws:
accurate. sound, no errors. errors. Style such as a and multiple Factual errors,
Correct inconsistent. fragment, minor issues. misspelling of
grammar, run-­­on, proper names,
spelling and comma splice, multiple
punctuation. or more than grammar,
two minor spelling errors.
errors.

Other things which come into the mix:

• Layout, formatting, for digital submissions, this matters.
• Are you telling a story I’ve not heard before?
• Does your story have the X-­­Factor (it can be solid, but does it zing?)

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Your assignments, academic + journalistic integrity
See the Course Policies at the back of this syllabus for more information. Below is an explanation for
what these mean for your creative and journalistic work. Thanks to Lori Shontz for this wording, she’s
said it better than I could, so I’ve reproduced this from her Reporting II syllabus.

ACADEMIC INTEGRITY

The University Student Conduct Code (http://dos.uoregon.edu/conduct) defines academic

misconduct. Students are prohibited from committing or attempting to commit any act that
constitutes academic misconduct.

In J462/562—and in any journalism class or environment—that means the following:

• Do not plagiarize: Do not copy someone else’s work and pass it off as your own. That
includes the work of professional reporters as well as the work of your classmates, friends,
family, fraternity brothers, sorority sisters, teammates, roommates, fellow club officers,
etc. You get the picture.

• Attribute your work properly: Use first and last names for everyone you quote or
paraphrase in a story. Quotations are direct quotes—don’t tweak what someone said to
make the sentence sound better. If you use information from another news source,
attribute it to that source.

• Don’t copy directly from websites or other background sources: This is plagiarism, too.
Don’t think you can fool me—or your readers—by changing a word or two around. That
doesn’t fly. Again: Attribute your work properly.

• Do not make things up: Don’t invent sources, facts, people, scenarios, scores, quotes, etc. I
truly hope this is self-evident.

• Do not interview family, friends and/or acquaintances: Credibility is everything. If you use
people you know well as sources, your readers have cause to doubt whether you are being
fully truthful or withholding information that would be damaging to those close to you.

• IF YOU AREN’T SURE, ASK.

If you plagiarize or otherwise violate these principles of academic integrity, you will flunk this
class. Period.

DIVERSITY AND INCLUSIVENESS

The best journalism reflects the community it covers. That’s why I am passionate about increasing
and maintaining diversity in newsrooms. If everyone is the same gender, race, ethnic group, sexual
orientation, religion, etc., you’re going to produce a homogenous publication that is at best boring,
at worst riddled with errors of fact and/or omission.

In this class, I will encourage open inquiry, freedom of expression and respect for difference.

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I expect you to respect the differences among you and your classmates and between the class and
me. I will respect yours. We can certainly disagree—in fact, I expect that we will at times. But we can
all respect each other, and we can all learn from each other.

If anything in this class makes you uncomfortable, let me know ASAP. Let’s talk about it.

Damian says: We’ll also explore what this means, tools and techniques for addressing it (e.g. your
own in-built biases) etc. in this class.

I recommend the “What is Journalism?” section on the American Press Institute’s website:
https://www.americanpressinstitute.org/journalism-essentials/what-is-journalism/

The code of ethics from the Society of Professional Journalists (SPJ) outlines, and explains,
key journalistic principles: https://www.spj.org/ethicscode.asp.

How Grades Will Be Determined – story checklist

Your work will be reviewed in the same way as any Editor would review the content submitted to
them. I will be looking for good writing, strong images, interesting stories, clarity of message,
breadth of sources used, fairness and balance, accuracy, good grammar, spelling and style.
(h/t Lance Robertson for the excellent list below).
That translates into:

REPORTING

• NEWS JUDGMENT: The story identifies and focuses on the most compelling news values
(timeliness, proximity, importance, etc.) of the event, meeting or issue.

• THOROUGHNESS: The story demonstrates an intellectual command of the broader topic or

issue, and adequately addresses the story’s central question.

• CONTEXT: The story places the events and issues into a context that helps the reader see
how the specifics fit into a larger picture.

• RESEARCH: The story draws on reporting from an appropriate range of sources.

• INTERVIEWING: The story provides an appropriate range of voices that express

meaningful thoughts, observations and responses to important questions.

• DETAIL: The story uses detail to illustrate the central point or theme.

WRITING

• THE STORY’S OPENING: The story has a strong, engaging opening (lead), and promptly
frames its central question and context to create meaning for readers. The choice of lead
format (summary, descriptive, narrative, etc.) is reflective of the event or meeting you are
covering, and the time frame you have to cover it.

• CLARITY: The story uses clear language, favors the active voice, and avoids jargon and
unneeded complexity.
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 • STRUCTURE AND FLOW: The story has a logical, seamless organization, including
transitional elements that moves the reader from beginning to end.

• VOICES: The story demonstrates an excellent selection of voices and quotes that convey
meaningful ideas, opinion and emotion.

• DETAIL: The story effectively uses detail about people, places or situations that illustrate the
central theme or focus of the story.

• TECHNICAL: The story has trouble-free grammar, punctuation and usage.

Course Policies
Attendance
This term is different in so many ways. We will look to host Zoom calls throughout the term where
everyone will join us (if they can), but in many cases you will take this class at your own speed.

I will not be taking attendance during the term, and there will be no attendance points. However, I
encourage you to join live sessions where you can. They will inform your learning, help you connect with
your peers, guest speakers and me, as well as aid your weekly (graded) reflections.

Any live sessions will also be recorded, so that everyone has the chance to catch what was said and to
contribute, even if it’s via a subsequent discussion page, rather than a live Zoom call.

Please see the note on Engagement above (and reposted here) which stresses the most important ways
in which we expect you to engage with us, each other and the learning materials we provide.

This is key, especially in an online only environment. You will be expected to be actively engaged, on
Canvas, throughout the term. Engagement activities will include:

● Commenting and reflecting on lectures

● Providing feedback on each other’s creative work
● Asking questions, and reflecting on answers from guest speakers
● Offering thoughts on the audio listening homework you will each assign during the term
● End of the week takeaways

If you look at the course schedule towards the end of this document, you will see indications of the
types of activities that fall into this category (mostly marked as Canvas Discussion).

Always check the deadlines for these. They will usually be at the end of the week, but I recommend you
double-check. Just in case.

Discussions will lock out at these times, thereafter you will be unable to contribute + secure the
engagement points associated with those tasks, so keep an eye on those dates/times and be sure to
participate.

General Guidelines for Remote Class Participation

1. Participate and Contribute: Students are expected to participate by sharing ideas and
contributing to the collective learning environment. This entails preparing, following
instructions, and engaging respectfully and thoughtfully with others. More specific participation
guidelines and criteria for contributions will be provided for each specific activity.
14
 2. Use Proper Netiquette: Please use good “net etiquette”: identify yourself with your real name,
write or speak in the first person, and use a subject line that clearly relates to your contribution.
Good netiquette also means using humor or sarcasm carefully, remembering that non-verbal
cues (such as facial expressions) are not always possible or clear in a remote context. In
addition, your language should be free of profanity, appropriate for an academic context, and
exhibit interest in and courtesy for others’ contributions. Certain breaches of netiquette can be
considered disruptive behavior.

3. Interact Professionally: Our learning environment provides an opportunity to practice being

professional and rigorous in our contributions. Newsrooms are operating on Zoom now too, so
the way we work in this class will mimic the professional media world.

As much as possible, use correct spelling, grammar, and style for academic and professional
work. Use discussions and activities as opportunities to practice the kind and quality of work
expected for assignments. Moreover, seize the chance to learn from others and develop your
interpersonal skills, such as mindful listening and awareness of one’s own tendencies (e.g. Do I
contribute too much? Too little?).

4. Expect and Respect Diversity: All classes at the University of Oregon welcome and respect
diverse experiences, perspectives, and approaches. What is not welcome are behaviors or
contributions that undermine, demean, or marginalize others based on race, ethnicity, gender,
sex, age, sexual orientation, religion, ability, or socioeconomic status. We will value differences
and communicate disagreements with respect. We may establish more specific guidelines and
protocols to ensure inclusion and equity for all members of our learning community.

5. Help Everyone Learn: Our goal is to learn together by learning from one another. As we move
forward learning during this challenging time, it is important that we work together and build on
our strengths. Not everyone is savvy in remote learning, including your instructor, and this
means we need to be patient with each other, identify ways we can assist others, and be open-
minded to receiving help and advice from others. No one should hesitate to contact me to ask
for assistance or offer suggestions that might help us learn better.

Specific guidelines for best practices using Canvas Discussion:

1. Use subject lines that clearly communicate the content of your post.

2. Write clearly and concisely and be aware that humor or sarcasm often doesn’t always translate
in an online environment.

3. Be supportive and considerate when replying to others’ posts. This means avoiding use of jargon
or inappropriate language, and it means disagreeing with respect and providing clear rationale
or evidence to support your different view.

4. Keep focused on the topic and reference readings and other class materials to support your
points (as applicable).

5. Try to use correct spelling and grammar and proofread your submissions. After submitting, use
the edit feature to make corrections and resubmit (don’t create a new or duplicate post that
corrects your error).

6. Contribute and interact often!

15
Specific guidelines for best practices using Zoom:

1. Please test your video and audio prior to joining a live class session. You can learn more about
testing your audio and video by visiting the Zoom Help Center at
https://support.zoom.us/hc/en-us

2. Try to be on time when the meeting starts. It can be distracting to have participants join late.

3. Be mindful that others can see you and your surroundings if your video is on. Try to find a quiet
setting without lots of noise or busy activities in the background. Please minimize distractions
like eating or multitasking and speak and use gestures like you would in person.

4. Use a microphone or speak closely to your computer microphone so that others can hear you. If
you have video on, try to look at your camera, not the screen, when you are contributing.
5. Mute your audio when you are not actively contributing. When contributing, avoid making other
noises such as typing or eating or having side conversations with others that might be present
with you.

6. Use chat to pose questions or offer insights “on the side” while others are contributing.

7. If you prefer to use a static image instead of video, you can keep your video off.

8. For help and troubleshooting with Zoom, visit the Zoom Help Center at
https://support.zoom.us/hc/en-us

Accessibility
The University of Oregon is working to create inclusive learning environments. For more information or
assistance, you are also encouraged to contact the Accessible Education Center, 346-1155; website:
http://aec.uoregon.edu/

Academic integrity
The University Student Conduct Code (available at conduct.uoregon.edu) defines academic misconduct.
Students are prohibited from committing or attempting to commit any act that constitutes academic
misconduct. By way of example, students should not give or receive (or attempt to give or receive)
unauthorized help on assignments or examinations without express permission from the instructor.

Students should properly acknowledge and document all sources of information (e.g. quotations,
paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any
question about whether an act constitutes academic misconduct, it is the students’ obligation to clarify
the question with the instructor before committing or attempting to commit the act.

The U of O policy on academic dishonesty will be observed throughout this course.

Plagiarizing and/or cheating will result in an automatic failure of the course.

To avoid this, you should read: http://researchguides.uoregon.edu/citing-plagiarism

We will also talk about the importance of proper attribution of your sources and providing credit where
it is due. In the digital arena, this is more important than ever, as the lifting of quotes or the creation of
false content, never mind that plagiarism can all be easily identified. Careers can – and have been –
destroyed as a result of breaking these rules. Don’t be foolish and make the same mistakes!

16
Basic needs
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who
lacks a safe and stable place to live, and believes this may affect their performance in the course, is
urged to contact the Dean of Students Office (346-3216, 164 Oregon Hall) for support.

If you are comfortable doing so, please let me know about your situation so I can help point you in the
right direction for assistance.

This UO webpage includes resources for food, housing, healthcare, childcare, transportation,
technology, finances, and legal support: https://blogs.uoregon.edu/basicneeds/food/

COVID-19 Regulations & Prevention

See https://coronavirus.uoregon.edu/regulations and https://coronavirus.uoregon.edu/prevention#if-
sick-stay-home for more information)

The University of Oregon (UO), in accordance with guidance from the Centers for Disease Control,
Oregon Health Authority, and Lane County Public Health requires faculty, staff, students, visitors, and
vendors across all UO locations to use face coverings, which include masks (note: masks with exhaust
valves are discouraged), cloth face coverings, or face shields, when in UO owned, leased, or controlled
buildings. This includes labs and classrooms.

If you visit campus, students should maintain 6 ft. distance from others at all times.

If working Allen Hall, then classrooms tables and seats have been marked to accommodate this distance.

Please do not move any furniture in the classroom or sit in areas that have been blocked off or
otherwise marked as unavailable. Students should obtain wipes available outside of classrooms before
they enter class and use them to wipe down the table and seat they will use.

Please conduct regular symptom self-checks (https://coronavirus.uoregon.edu/regulations#self-check-

procedures) and do not come to class if you are experiencing symptoms. I will work with you to make
sure you can stay caught up with the class.

Use this self-check log: https://coronavirus.uoregon.edu/sites/coronavirus1.uoregon.edu/files/2020-

08/self-monitoring.pdf to track your symptoms.

In addition, familiarize yourself with these exposure scenarios and guidelines after suspected exposure
to someone with the virus. https://coronavirus.uoregon.edu/covid-exposure"

Crisis Center
The University of Oregon Counseling Center provides students with confidential telephone crisis
intervention 24/7. The number is 541-346-3227.

Diversity and Inclusion

Diversity is supported and valued at the University of Oregon. We respect the dignity and essential
worth of all individuals; reject bigotry, discrimination, violence, and intimidation; practice personal and
academic integrity and expect it of others; and promote a diversity of ideas, opinions, and backgrounds.

Open inquiry, freedom of expression, and respect for differences are fundamental to a comprehensive
and dynamic education. The School of Journalism and Communication (SOJC) is committed to upholding
these ideals by encouraging the exploration, engagement, and expression of divergent perspectives and
diverse identities.

17
Discrimination of any kind, disrespect for others, and inequity in educational opportunity are not
acceptable. Students, faculty, and staff are expected at all times to maintain the SOJC’s high standards
of ethical and compassionate conduct. Please talk to me if you need help or have any questions.

Inclement Weather
It is generally expected that class will meet at the times shown on the syllabus unless the University is
officially closed for inclement weather. If it becomes necessary to cancel class while the University
remains open, this will be announced on Canvas and by email.

Updates on inclement weather and closure are also communicated in other ways described
here: https://hr.uoregon.edu/about-hr/campus-notifications/inclement-weather/inclement-weather-
immediate-updates”

While we are not physically meeting for class, I am well aware that the weather – or weather related
issues such as wildfires - can still impact participation in class (as an aside, I swear our broadband is
slower when it rains). I also recognize that many of you are not necessarily in Eugene/Springfield, so you
may also have weather conditions wherever you are which I may be unaware of.

If this might impact your participation in class, or impact on delivery of assignments, please let me know
ASAP so that we can identify appropriate accommodations for your class work.

Academic Disruption due to Campus or Domestic Emergency

In the event of a campus or domestic emergency that disrupts academic activities, course requirements,
deadlines, and grading percentages are subject to change. Information about changes in this course will
be communicated as soon as possible by email, and on Canvas.

Please keep an eye on Canvas for any announcements and/or to access alternative assignments.
Students are also encouraged to continue the readings and other assignments as outlined in this
syllabus or subsequent syllabi.

Mental Health and Wellness

Life at college can be very complicated. All the more so right now. Students often feel overwhelmed or
stressed, experience anxiety or depression, struggle with relationships, or just need help navigating
challenges in their life. If you're facing such challenges, you don't need to handle them on your own--
there's help and support on campus.

As your instructor if I believe you may need additional support, I will express my concerns, the reasons
for them, and refer you to resources that might be helpful. It is not my intention to know the details of
what might be bothering you, but simply to let you know I care and that help is available.

Getting help is a courageous thing to do—for yourself and those you care about. This is a subject I have
first-hand experience of, and it’s a subject I feel very passionately about.

University Health Services help students cope with difficult emotions and life stressors. If you need
general resources on coping with stress or want to talk with another student who has been in the same
place as you, visit the Duck Nest (located in the EMU on the ground floor) and get help from one of the
specially trained Peer Wellness Advocates. Find out more at health.uoregon.edu/ducknest

University Counseling Services (UCS) has a team of dedicated staff members to support you with your
concerns, many of whom can provide identity-based support. All clinical services are free and
confidential. Find out more at counseling.uoregon.edu or by calling 541-346-3227 (anytime UCS is
closed, the After-Hours Support and Crisis Line is available by calling this same number).

18
Technology
Canvas and Zoom are the primary technology tools and platforms for this class.

Alongside this, you will also submit some assignments via Medium. This is a free platform which is used
by major journalists and publications like the New York Times, the Economist and others. It’s an
excellent platform to showcase your work and to get familiar with.

If you’re using a desktop for Zoom sessions, please put your phone away and avoid looking at it. I
encourage you to take notes by hand, as retention – multiple studies have shown - is better this way.

Title IX
I am a designated reporter. For information about my reporting obligations as an employee, please
see Employee Reporting Obligations on the Office of Investigations and Civil Rights Compliance (OICRC)
website.

Prohibited Discrimination and Harassment Reporting

Any student who has experienced sexual assault, relationship violence, sex or gender-based bullying,
stalking, and/or sexual harassment may seek resources and help at safe.uoregon.edu. To get help by
phone, a student can also call either the UO’s 24-hour hotline at 541-346-SAFE [7244], or the non-
confidential Title IX Coordinator/OICRC at 541-346-3123.

Students experiencing any other form of prohibited discrimination or harassment can find information
and resources at investigations.uoregon.edu or contact the non-confidential Office of Investigations and
Civil Rights Compliance at 541-346-3123 or the Dean of Students Office at 541-346-3216 for help.

As UO policy has different reporting requirements based on the nature of the reported harassment or
discrimination, additional information about reporting requirements for discrimination or harassment
unrelated to sexual assault, relationship violence, sex or gender based bullying, stalking, and/or sexual
harassment is available in the Employee Reponsibilities section of the Office of Investigations and Civil
Rights Compliance website.

Specific details about confidentiality of information and reporting obligations of employees can be found
at investigations.uoregon.edu/employee-responsibilities.

Mandatory Reporting of Child Abuse

I am also a mandatory reporter of child abuse. UO employees, including faculty, staff, and GEs, are
mandatory reporters of child abuse. This statement is to advise you that your disclosure of information
about child abuse to a UO employee may trigger the UO employee’s duty to report that information to
the designated authorities. Please refer to the following link for detailed information about mandatory
reporting: Mandatory Reporting of Child Abuse and Neglect.

Writing Central: Great writing support, offered virtually!

Starting Week 3, Writing Central will be open to offer all SOJC students feedback on writing projects.
Feedback is available two different ways: through live Zoom appointments or our convenient Drop-n-Go
service, in which you submit your piece of writing and receive feedback within 48 hours.

Coaches are trained undergraduates who can help with everything from fleshing out story ideas to
crafting stronger sentences and improving your grammar/AP style.

Writing Central also often help with resumes and cover letters, personal statements and scholarship
applications. To make an appointment or use our Drop-n-Go feature, visit writingcentral.uoregon.edu.

19
Students are required to work with Writing Central on three assignments for this class: Beat Memo and
your Big Issue assignment.

I’ll ask Writing Central for notes of who has engaged with them (not what was discussed, just your
participation) to ensure you make the most of this opportunity.

Bouncing ideas off your peers helps lead to better work, so this is a great habit to get into.

Questions
If you want to know more about anything mentioned here, or anything which you think is missing, then
please do not hesitate to contact me.

Email: damianr@uoregon.edu
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe

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Instructor bio http://journalism.uoregon.edu/member/radcliffe-damian/

Damian Radcliffe is the Carolyn S. Chambers Professor in Journalism, a Professor of Practice, and an
affiliate of the Department for Middle East and North Africa Studies (MENA), at the University of
Oregon. Alongside holding the Chambers Chair at the School of Journalism and Communication (SOJC),
he is also a Fellow of the Tow Center for Digital Journalism at Columbia University, an Honorary
Research Fellow at Cardiff University’s School of Journalism, Media and Culture Studies, and a fellow of
the Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA).

An experienced digital analyst, consultant, journalist, and researcher, Damian has worked in editorial,
research, policy, and teaching positions for the past two decades in the UK, Middle East, and USA.
This includes roles in all media sectors (commercial, public, government, regulatory, academic, and
nonprofit/civil society) and all platforms (print, digital, TV and radio).

Damian continues to be an active journalist, writing monthly columns for ZDNet (CBS Interactive), the
International Journalists’’ Network (IJNet) and What's New in Publishing, and frequently appearing
in journalism.co.uk and other publications. He writes about digital trends, social media, technology, the
business of media, and the evolution of journalism.

These themes are also at the heart of the Demystifying Media speaker series, which Damian curates. He
launched the series in January 2016, with the goal of bringing leading academics and industry
professionals to the SOJC. To date, more than 40 experts have participated in the program.

Outside of this series, Damian has chaired sessions, provided training, and spoken at events, around the
world including: USA (New York, Portland, Philadelphia, Colorado Springs, Albany; New York, Chicago
and Washington D.C.), UK (London, Edinburgh, Oxford, Cardiff, Belfast, Bristol), Europe (Paris,
Strasbourg, Vienna, Barcelona, Istanbul, Amsterdam, various cities in Germany) and the Middle East
(Doha and Dubai) and virtual efforts hosted in Asia (Chennai and Singapore)

Before joining the University of Oregon in 2015, Damian previously worked full-time for The Local Radio
Company, BBC, Volunteering Matters, Ofcom (the UK communications regulator), and Qatar’s Ministry
of Information and Communications Technology (ictQATAR).

He has also written, spoken to, or provided consulting services, for a wide range of additional industry
and academic organizations, such as:

Abramis Academic Publishing, ASDA’A Burson-Marsteller, Association of Information and

Communication Media (AMIC, Spain), BBC Media Action, BBC Monitoring, BBC World Service,
Carnegie UK Trust, Cass Business School, Centre for Research on Communities and Culture
(Canterbury University), City University London, Cognizant, European Journalism Observatory
(EJO), Eyewitness Media Hub, FJUM (forum journalism and media, Vienna), German-American
Institutes, The Guardian, IBC Content Everywhere, Media Development Investment Fund,
Middle East Broadcast Network (MBN), NESTA, Northwestern University in Qatar, Online
Journalism Blog, Qatar Today, Street Fight, TEDx Reset (Turkey), Thomson Reuters Foundation,
The Reuters Institute for the Study of Journalism at Oxford University, the United Nations and
Your Middle East.

Other outlets to feature Damian's work include: BBC College of Journalism and BBC Academy (36
bylines), The Conversation (9 bylines), Digital Content Next (6 bylines), Huffington Post (12 bylines),
and - prior to their closure - MediaShift (14 bylines) and TheMediaBriefing (35 bylines). Additional
bylines can also be found in Columbia Journalism Review (CJR), Nieman Lab, Poynter and elsewhere.

Find out more about me via my website.

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 Pre-COVID look

Additional Course Information: Accreditation Guidelines and Goals

The national accrediting agency for journalism education has required that all accredited journalism
schools assess student mastery of 12 core values and competencies that every graduate of a journalism
and mass communication program should possess.

According to the Accrediting Council on Education in Journalism and Mass Communication (AEJMC), all
graduates, irrespective of their particular specialization, should be able to:

1. Understand and apply the principles and laws of freedom of speech and press, for the
country in which the institution that invites ACEJMC is located, as well as receive instruction
in and understand the range of systems of freedom of expression around the world, including
the right to dissent, to monitor and criticize power, and to assemble and petition for redress
of grievances;

2. Demonstrate an understanding of the history and role of professionals and

institutions in shaping communications;

3. Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as

appropriate, other forms of diversity in domestic society in relation to mass
communications;

4. Demonstrate an understanding of the diversity of peoples and cultures and of the

significance and impact of mass communications in a global society;

5. Understand concepts and apply theories in the use and presentation of images and information;

6. Demonstrate an understanding of professional ethical principles and work ethically in pursuit

of truth, accuracy, fairness and diversity;

7. Think critically, creatively and independently;

8. Conduct research and evaluate information by methods appropriate to the

communications professions in which they work;

9. Write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve;
10. Critically evaluate their own work and that of others for accuracy and fairness,
clarity, appropriate style and grammatical correctness;

11. Apply basic numerical and statistical concepts;

12. Apply tools and technologies

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Course Schedule and Assignments
This schedule is a draft and is subject to amendment. You will be made aware of any major changes if/when they
arise. Keep an eye on Canvas for the most up to date version of the syllabus and week-by-week modules.

Week Activities How

1 Tuesday
● Introduction: Overview of the course. Zoom call (all)

Thursday
● Zoom “Office Hours” > attendance optional Zoom

Homework by Sunday, 11.59pm

● Beat Memo – You and Your Goals (draft) Canvas/Google Doc
● Getting to know each other (Padlet). Padlet

● Journalism Practice Module 1: Investigative Journalism Canvas

All Canvas Discussions Canvas Discussions

● Where do you get your news from?
● Top 3 things I learnt this summer
● End of Week reflection

2 Tuesday
● Instructors reflection on Week 1 takeaways. Zoom call (all)
● Guest Speaker 1: TBD
● Beat Memo draft (discussion in groups)

Thursday
● Zoom “Office Hours” > attendance optional Zoom call (all)

Homework by Sunday, 11.59pm

● Journalism Practice Module 2 – write up from SOJC webinar: Canvas
Week 2, Monday, Oct. 5, 5 p.m. — Journalism, Politics and the
2020 Election with Regina Lawrence and Brent Walth

● Traits of a good journalist Canvas discussions

● Traits of good reporting
● End of Week reflection
Canvas Assignment
● Beat Memo revisions

3 Tuesday
● Instructors reflection on Week 2 takeaways. Zoom call (all)
● Introduction to Networking + Informational Interviews

23
 ● Introduction to Portfolios. Video
● Portfolio Analysis (in groups) Google Doc

Thursday
● Story Conference sessions to review your Beat Memo Zoom call (all)
Use this time to work on your portfolios and Informational Interviews!

Homework by Sunday, 11.59pm

● Journalism Practice Module 3 – write up from SOJC webinar: Canvas Assignment
Week 3, Monday, Oct. 12, 5 p.m. — Sports, Journalism, and
2020 Social Activism with Troy Elias, Lori Shontz, and Jevon
Holland (UO student athlete)

● End of Week reflection Canvas Discussion

4 Tuesday
● Instructors reflection on Week 3 takeaways. Zoom call (all)

● Guest Speaker 2: TBD

● Introduction to Big Issue assignment / How to Pitch

Homework for Thurs

● Submission of your Big Issue pitches Canvas Discussion
● About.Me submissions (draft)

Thursday
● Zoom “Office Hours” > attendance optional Zoom call

Homework by Sunday, 11.59pm

● Journalism Practice Module 4 – write up from SOJC webinar: Canvas
Week 4, Monday, Oct. 19, 5 p.m. — Gender, Race, and Identity
in the 2020 Election with Regina Lawrence, Dayna Chatman, and
Amanda Cote

● Beat Memo Pt 2 (Interview a Journalist) Canvas

● Peer reviews About.Me Canvas Discussion

● Peer Feedback on Big Issue pitches Canvas Discussion

● End of Week reflection Canvas Discussion

5 Tuesday
● Instructors reflection on Week 4 takeaways. Zoom call (all)
● Q&A + update and feedback from you. How did Week 4 go?

● Interviewing and Finding Sources

o Sources template

24
 ● Linkedin reminder + checklist + review exercise (pairs)

Thursday Zoom call (all)

● Zoom “Office Hours” > attendance optional

Homework by Sunday, 11.59pm

Canvas
● Journalism Practice Module 4 – write up from SOJC webinar:
Week 5, Monday, Oct. 26, 5 p.m. — Connecting with
Communities, Reaching Rural America with Lisa Heyamoto,
Damian Radcliffe, and Todd Milbourn

Canvas Assignment
● About.Me due.
Canvas Assignment
● LinkedIn due.

● Sources Template for your Big Issue story

Canvas Discussion
● End of Week / Midterm reflection

6 Tuesday
● Instructors reflection on Week 5 takeaways. Zoom call (all)
● Q&A + update and feedback from you. How did Week 5 go?
● Guest Speaker 3: TBD

Homework for Weds

● Draft of Portfolio website

Thursday
Zoom
● Book time slots for 15 min draft portfolio reviews with
Damian, to take place in class time + Office Hours.

Homework by Sunday, 11.59pm

● Journalism Practice Module 6: Solutions Journalism Canvas

● The value of revisions and editing Canvas Discussion

● End of Week reflection. Canvas Discussion.

7 Tuesday
● Instructors reflection on Week 6 takeaways. Zoom call (all)
● Q&A + update and feedback from you. How did Week 6 go?

● Outline Paper Trail assignment – pairs, assigned targets etc.

● Peer review of Big Issue story (in groups of three).

Thursday
● Zoom “Office Hours” > attendance optional
● Portfolio website due

25
 Homework by Sunday, 11.59pm Canvas
● Journalism Practice Module 7 – write up from SOJC webinar:
Week 7, Monday, Nov. 9, 5 p.m. — Journalism and the 2020
Election: A Debrief (panel TBD)
Canvas video
● Using Medium (for your Big Issue submission) Canvas video
● How to use Public Records online

● Work on Paper Trail and Big Issue Assignments.

● End of Week reflection Canvas Discussion

8 Tuesday
● Instructors reflection on Week 7 takeaways. Zoom call (all)

● Guest Speaker 4: TBD

Video/Zoom

Homework for Weds

● Submit draft of your Big Issue story Canvas

Thursday
● No formal class. Instead, book time slots for 15 min
discussion of your Big Issue piece Canvas/Zoom

Canvas Conference
Homework by Sunday, 11.59pm

● Journalism Practice Module 8: Engaged Journalism

Canvas Assignment
● End of Week reflection Canvas Discussion

9 Tuesday
● Instructors reflection on Week 8 takeaways. Zoom call (all)
● Q&A + update and feedback from you. How did Week 8 go?

● Guest 5: TBD

Thursday
NO CLASS = Thanksgiving

Homework by Sunday, 11.59pm

● Big Issue story submitted. Canvas Assignment

● Journalism Practice Module 9+10: Reporting on COVID-19 Canvas Assignment

● End of Week reflection Canvas Discussion

26
10 Tuesday
● End of term evaluation + takeaways Zoom call (all)
● Instructors end of term reflection and takeaways.

Thursday
● Zoom “Office Hours” > attendance optional Zoom call (all)

Homework by Sunday, 11.59pm

● Beat Memo Pt. One (revised and submitted for grading) Canvas Assignment

● Final submission of Paper Trail assignment. Canvas Assignment

Canvas Discussion
● Week 10 reflection / End of Term reflection

Recap: Assignments Tasks/Weighting (subject to revision/changes)

Activity Tasks % of grade Points
Writing 1. Beat Memo – Pt. 1 (you and your goals) 5% 50
2. Beat Memo – Pt. 2 (Interview a journalist) 5% 50
3. “Big Issue” 25% 250
35% 350
Research 4. Paper trail (pairs) 10% 100
10% 100
Portfolio Professional portfolio
5. About.Me 3% 30
6. LinkedIn 5% 50
7. Portfolio website 12% 120
20% 200
Principles and 6. Weekly reflection on the craft of journalism 20% 200
Practice x 10 (learning via webinar, podcasts etc.)
20% 200
Engagement 7. Class participation via Canvas 15% 150
15% 150
TOTAL 100% 1,000

27