Course Catalog Information
Convergence Reporting - Writing Intensive
Practice and theory of reporting for converged media. Students produce multimedia reports for traditional and converged media operations. Graded on A-F basis only.
Lecture/Standard with Laboratory
Restricted to Convergence, Print and Digital, Photojournalism, and Magazine students, and Science and Agricultural Journalism students.
NTT Associate Professor
001 E Reynolds Journalism Institute
NTT Assistant Professor
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.
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Honors Course Information
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Writing Intensive Course Information
The focus of this course is reporting. Reporting includes critical thinking, imagination, and the ability to research, write, and create artwork, still photos, video and audio. Depending on the nature of each assignment, some stories will appear in the Columbia Missourian, KOMU-TV, KBIA-FM, others may appear in only a few or one of them. Students have the option of keeping a public-facing blog published to the Internet on the subject of their choosing for extra credit. To qualify for the extra credit, students must write at least one blog post per week for ten weeks. There is no minimum required length on the posts, but students must demonstrate original thought and professional writing style. The goal is to give students a platform to establish a voice and personal brand to incorporate in a portfolio to show potential employers. Students who elect not to waive their FERPA rights may complete this extra credit assignment through private submissions to faculty.
Additional in-class presentations and daily writing assignments are always under consideration based on the availability of guest lecturers from semester to semester.
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Large Enrollment Courses:
Student writing will take on two required forms in this course: (1) Students will complete SIX multimedia reporting assignments on story ideas of their choosing. For each of those, they will research and pitch stories to faculty, conduct primary research through interviews and write their news reports for delivery either as a text story or script for audio or video delivery. Drafts usually average 700-1000 words (2-3 pages) (total on this assignment = 6 x 2-3 pages or 12-18 pages of first drafts). (2) Also for first drafts: Students will be working in our journalism school partner newsrooms: KOMU-TV, KBIA-FM, The Columbia Missourian, and Newsy.com. In addition to the writing students will be required to do through the course of their newsroom work assignments, they must write up a one-page reflection of their experience for each of those 6 shifts. These pages are added to the larger number of first drafts in the first assignment: 18 + 6 = 24. Revision Drafts: The number of drafts will vary based on student performance, but in the past, students have had to go through between four and six rounds on revisions on each project (4 revisions = 48-72 pages of revision); (6 revisions = 72-108 pages of revisions) The 6 revision number is used in the Table of numbers. Initial rounds of feedback are provided by their peers, the final rounds are done by the course professors/faculty editors. Students will complete each of these six projects in a 10-day time frame. (Some projects will require still photography as an additional component. In those cases, students will also be required to write captions using AP Style. (25-75 words, not counted here)
Length of assignment:
Writing Intensive Teaching
Students will get feedback in a variety of ways. At the beginning of each of the six reporting assignments, students will make both written and oral presentations of their story pitches. Faculty asks questions and provides feedback during the presentation. Throughout the 10-day process, they'll start by getting written and oral feedback from peers on one draft. In the 24 hours before their projects are due, they'll go through at least two more rounds (sometimes more) of feedback in person with a professor. When a grade is assigned, students will get a memo from a professor with in-depth written feedback on what went well with their research, reporting and writing, what didn't -- and what they can do to bring it to the next level on future assignments.
The variety of different types of writing experiences in this class satisfy this in different ways. The six reporting projects are ultimately news reports. As a result, the intended purpose IS to interpret, explain and analyze content to an intended audience. Students are required to think critically about the sources they use, the information they get through interviews and their methods of presentation. Their "job" is to be skeptical, seek divergent opinions, and challenge what they're being told. The six newsroom reflections leave room for the students to express themselves freely about their experiences. They often write about what they've learned, what roadblocks they ran into while in the field, and how they might go about things differently on their next shift. These are short pieces that encourage introspection. The blogging is entirely free-form, and students are given license to do as they wish.
Writing is a constant requirement in this course. Each week, students are responsible for some writing assignment. They alternate weeks, working on reporting projects or working in a newsroom. If it is a week they're doing a project, they'll be completing one of the six larger scale assignments. If it is a newsroom week, they'll be writing a one-page reflection. Extra credit blogging is a weekly "requirement" that begins in either the fourth or fifth week of the course, depending on the lecture schedule/guest availability.