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Viewing: JOURN 4450W reedkath : News Reporting - Writing Intensive

Last approved: Mon, 06 Mar 2017 22:08:24 GMT

Last edit: Mon, 06 Mar 2017 22:08:19 GMT

Proposal Type

Writing Intensive

Contact Information

Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
Subject Area’s Department Chair/Director:

Term for Proposal

Summer 2017

Course Catalog Information

Journalism (JOURN)
News Reporting - Writing Intensive
Assignments on a daily city newspaper covering community news, city, county and state affairs, sports and lifestyle issues. Experience in gathering and writing news, writing under deadline conditions.
Lecture/Standard with Laboratory
A-F (allow student to choose S/U option)
JOURN 2100.

Instructor Information

(numbers only)
Tenured Professor
306 Lee Hills Hall

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Full Faculty Member
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.

Honors Course Information

Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.



Writing Intensive Course Information

Students do group work at least once each week when they meet with their team and talk about ideas, do brainstorms and help each other develop and/or refine their ideas and approaches to the article. The course teaches students the research, information-gathering, interviewing and technology skills needed to produce articles, blog posts, and social and multimedia content. They also learn the critical thinking skills that are required to make practical and ethical decisions that are part of the newsgathering, reporting and publishing process. For some students, the reporting class is part one of a two-part sequence; the second course is called Advanced Reporting.
Self paced?

Should this course be considered for funding?
Large Enrollment Courses:

Writing Intensive Assignments

All Assignments
Articles are the main type of writing assignment. The purpose of the article depends upon the subject and is influenced by the "frame" of the article and the audience for the content. The article might be a notice, an explanation, an analysis of an issue about which there are differing points of view, a narrative intended to engage and provoke thought among many other purposes. A second type of assignment is the blog post, which students are required to write for the purpose of reflecting on challenges, ethical dilemmas and various insights into the reporting or writing process. The writing assignments can be about anything ? a local person, an issue, a city council meeting, a health care issue, a court case ? whatever the Missourian covers. Maybe you could just provide the subcommittee with this link and explain that the content of the Columbia Missourian IS a compilation each and every day of the students? writing assignments in final draft form. The students are assigned to a ?beat,? which is a subject area, and their assignments are focused on the subjects within that area. So an education reporter might write a story about how local students are performing on tests. The students assignments are published in a five-day-a-week newspaper and on line all day, every day. Blog posts: Each student has a blog and blogs about ethical issues or practical problems that come up in the course of reporting: How to respond to a source who says that publication of a certain fact or story will harm his or her livelihood. Whether the names of sexual assault victims should remain private. Whether an explicit violent photograph should have been published by a news organization. How to avoid confirmation bias.
Length of assignment:

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Instructor provided feedback
Peer review
Students often receive several kinds of feedback on a single article. The first feedback often comes from a peer editor or fellow student on the student's "beat" (team). Subsequent feedback comes from faculty editors who work one-on-one with the student on revising the article. The next part of the feedback process might occur in the copy editing process when both a student copy editor and a faculty copy editor read the article for grammar, spelling, structure, accuracy, coherence and other qualities.
Every article the student writes in the semester involves several possible interpretations or approaches to explanation or analysis. The articles are produced in a very self-directed way initially, so the student must apply his/her critical thinking skills to deciding what form, frame, organization and elements the article will include.
Students produce two-three articles each week over the course of fifteen weeks, though the distribution varies by student.
I have no direct teaching assistants, but student editors who work with students in the newsroom have advanced reporting training and meet with faculty editors throughout the semester about approaches to working with students.

Course Syllabus

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Administrative Information

Humanities and Arts


I have read and reviewed the updated proposal

Additional Comments

Faculty intended to submit for both Fall and Summer 2017. This is summer 2017.
Key: 311