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Viewing: JOURN 4568W greenwoodb : History of Photojournalism - Writing Intensive

Last approved: Fri, 24 Feb 2017 20:00:07 GMT

Last edit: Fri, 24 Feb 2017 19:59:49 GMT

Proposal Type

Writing Intensive

Contact Information

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Term for Proposal

Fall 2017

Course Catalog Information

Journalism (JOURN)
History of Photojournalism - Writing Intensive
Examination of the aesthetic and technological development of photography from its invention in 1839 to the present. Primary emphasis on the evolution and impact of the picture press and the documentary tradition in America, although international developments are studied as well.
A-F (allow student to choose S/U option)
Journalism and Science and Agricultural Journalism majors only with Junior standing.

Instructor Information

(numbers only)
Tenured Associate Professor
Yes, in the last five years

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

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

History of Photojournalism addresses the technological development and evolution in aesthetics of photography and its use to record and communicate events and issues. The class incorporates development in the use of both still and moving images for photojournalism. The focus primarily is on the development of the documentary tradition in photojournalism and its role in recording social, political and economic events in history. The class primarily addresses American photojournalism, but some international developments are incorporated into the course as well. The class fulfills the journalism history requirement for undergraduates and draws students from every interest area in the School of Journalism. There are no additional written assignments anticipated. The course does make use of a number of scholarly articles and texts related to the history of photojournalism. As part of incorporating those resources, class sessions will include discussion of the research and the way it's presented by the author in historical writing.
I have changed assessment/grading on the short written assignments and the essay drafts. In previous semesters students had to complete at least six of 10 written assignments and received a grade on each. They could choose which ones to complete. I am switching to a structure where the grade for that part of the course is determined by the amount of writing completed, similar to a contract grading structure. Students will receive feedback on the writing to improve. Ultimately, the students who wish to receive the highest grades complete the most writing. Submissions must meet minimum requirements to count as completion.
For the essays, the drafts also will be ungraded. Students will receive feedback from myself or TAs and from peers. Completion of an acceptable draft (length and completeness) is a requirement for a grade higher than C on the final versions of the required essays.
Self paced?

Should this course be considered for funding?
Large Enrollment Courses:
Course meets twice weekly. Format is primarily lecture with discussion. Writing is mostly done out of class, although as more content is created for on-demand access additional class time could be made available for writing activity.
Regular review of progress and feedback.
We meet weekly for a norming session of a sample of submissions for a specific assignment. We read them individually and then discuss strengths/weaknesses and, in the case of graded assignments, what score would be assigned.

Writing Intensive Assignments

Short written Assignments
There are short written assignments made approximately weekly of 300 words each as responses to prompts about specific developments in photojournalism history. Each written assignment requires the student to identify a major concept, explain its place within the larger context of journalism and society and identify how the concept might be visible in contemporary photojournalism. These assignments are to be reviewed by the instructor and teaching assistant(s) with feedback given to the student and and are not expected to be revised.
Length of assignment:

Students write two "op-ed" style essays that focus on a particular topic relevant to contemporary photojournalism where history can provide context. Students write a draft and receive feedback from instructor/TAs and from peers before submitting a final version that is graded. Failure to submit a draft meeting minimum requirements will impact maximum grade on final version.
Length of assignment:

Interactive timeline
Working in groups, students will also complete an interactive timeline using digital tools. The timeline will require text of approximately 1,000 words.
Length of assignment:

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Instructor provided feedback
Peer review
Groups provide a breakdown of individual contributions to the timeline. Typically each student is responsible for creating content for a specified number of points on the timeline, so each entry can be assessed for a specific student.
Many of the one page assignments ask the students to consider multiple influences or concepts related to photojournalism, identify the most relevant ones and support their argument. Not all students will identify the same concepts as the most relevant to the topic of the assignment or interpret its impact to the same degree. The emphasis is on developing the ability to synthesize ideas and evidence to support an argument. Basing grading for this part of the course on the amount of writing completed rather than an assessment of quality on a rubric should give students more encouragement to explore the assignments from perspectives individually meaningful to them. The won't be as worried about communicating the "right" answer.
Written assignments will start the second week of the semester and will be made weekly when other assignments are not due. The essay drafts will be due in weeks 7 and 12. Final versions of essays will be due in weeks 9 and 15.
Teaching assistants will be selected from applicants who demonstrate significant writing experience, such as graduate students with journalism and mass communication experience. Other assistants may be selected as suggested by campus writing program staff. Teaching assistants will be initially trained by evaluation of published historical research in academic journals to acquaint them with historical writing style. Throughout the semester I will regularly meet with the assistants as a group to review class assignments and their evaluation. These norming sessions are designed to ensure everyone evaluating student writing is looking for the same level of quality and assigning grades in a consistent manner.

Course Syllabus

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Administrative Information

Humanities and Arts


I have read and reviewed the updated proposal

Additional Comments

Tammy Limbach (limbacht) (Fri, 24 Feb 2017 19:59:49 GMT): added Journ 4568W on 2/24/17. emailed department and instructor. canceled 4568
Key: 554