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Viewing: JOURN 2100HW horvitb : News - Honors/Writing Intensive

Last approved: Tue, 18 Oct 2016 14:02:05 GMT

Last edit: Tue, 18 Oct 2016 14:02:05 GMT

Proposal Type

Honors
Writing Intensive

Contact Information

horvitb
Beverly
Horvit
horvitb@missouri.edu
573/882-0880
Journalism
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
horvitb
Beverly
Horvit
horvitb@missouri.edu
573/882-0880
Journalism
Subject Area’s Department Chair/Director:
vost
Tim
Vos
vost@missouri.edu
573/882-0665
Journalism

Term for Proposal

Spring 2017
 

Course Catalog Information

JOURN
Journalism (JOURN)
Journalism
2100HW
3
 
30
News - Honors/Writing Intensive
 
 
Lecture/Standard with Laboratory
A-F (allow student to choose S/U option)
 
 
 
 

Instructor Information

horvitb
Beverly
Horvit
horvitb@missouri.edu
573/882-0880
Journalism
(numbers only)
NTT Assistant Professor
131A Neff Annex
Yes, in the last five years
 

swaffords
Scott
Swafford
swaffords@missouri.edu
573/884-5366
Journalism
(numbers only)
NTT Associate Professor
311 Lee Hills Hall
Yes, but instructor doesn’t recall when or it has been longer than five years
 

hiless
Sara
Hiles
HilesS@missouri.edu
573/884-1869
Journalism
(numbers only)
NTT Assistant Professor
108 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
Associate Faculty Member
Assistant 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

The entire course, whether honors or nonhonors, facilitates critical-thinking skills and improved written communication skills. In the honors section, students push themselves to do their best and tend to learn some basic skills (how to write a news lead and an inverted pyramid story, for example) faster. That allows instructors to go deeper into the writing and reporting assignments. In addition to the regular course content, the honors students also write a reflective essay at the end of the semester analyzing the strengths and weaknesses of their community-issue project, as well as their progress as reporters and writers.
2
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.
 

 
 
 
Short essays
Other
Quizzes
 
In addition to a minimum of 10 graded in-class writing assignments, the students also generate their own story ideas for several outside reporting assignments: a speech or governmental meeting story, a profile, a community-issue story and a listening post assignment.
16
 
 
 

Writing Intensive Course Information

The primary purpose of the course is to develop the students' skills in information gathering and news writing. In addition to in-class deadline writing assignments, the students also generate their own story ideas for longer stories they report and write. The two longer assignments for the course -- the profile and community-issue story -- include writers workshops and multiple drafts. Successful completion of the course is required for them to take upper-level courses in their journalism sequences.
We have expanded the variety of in-class deadline-writing assignments to include one broadcast assignment and an additional assignment related to strategic communication. We have also incorporated the use of REEF Polling and i>clickers to encourage attendance in the large lecture, which meets once a week. Attendance is now 3 percent of the final grade in the course, dropping the quiz component of the grade to 12 percent.
Face-to-face
Self paced?

26
32
Should this course be considered for funding?
No
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Words
Community Issue Story
This can be an update on something that has been in the news, a fresh story the students have uncovered, or a localized story about a national issue. Purpose: The students have to find relevant statistical information, do background research and conduct interviews to craft a compelling, well-reported story. The students critique the first draft in a writers workshop, the instructor provides feedback on the second draft, and the instructor formally grades the third and final draft.

Length of assignment:
500
peer
1500
instructor
2000

Community issue sidebar
Students write a shorter story to complement their main community-issue story. The story usually goes into greater depth on a related angle. The first draft is reviewed by the students during a writers workshop, the second draft is reviewed by the instructor and the final draft is formally graded by the instructor.
Length of assignment:
250
peer
500
instructor
750

24 Hour Story
Students cover either a governmental meeting (city council or school board, for example,) or a speech, and submit the story within 24 hours of the event's conclusion.
Purpose: Students take raw material and have to quickly write stories using correct grammar and news style. They have to use critical thinking skills to decide what should and should not be included in the story, and what the best lead for their story will be. Because this is usually the students' first attempt to cover an event, they always need to rewrite the assignment to work on the structure and to be sure they've included all the relevant information. If students did not gather enough information the first time around, they have to cover a new event.
Length of assignment:
500
instructor review
500
instructor
1000

Personal Profile
Writing a feature story that focuses on one person.
Purpose: Practice interviewing several people to gather information for a multidimensional, compelling portrait of an interesting person. The students critique their first drafts in a writers workshop, the instructor reviews the second draft and makes comments, and the instructor formally grades the final draft.
Length of assignment:
500
peer
1000
instructor
1500

Listening Post
The students work on their observational skills as they visit a location they would not normally go, such as a place of worship that's not their own or a senior center.
Purpose: To get students out of their comfort zones and thinking about ways for journalists and strategic communicators to better cover under-represented groups.
Length of assignment:
750
instructor
 
 
750

News Release
Students learn the differences between writing a news story and writing a news release on behalf of a client, and gather information to write the news release. Other assignments as necessary. Occasionally, in-class assignments are rewritten out of class to ensure students learn from their mistakes.
Length of assignment:
500
instructor
 
instructor
500

In-class deadline writing assignments (10)
To give students practice in writing quickly and clearly on deadline. They have to think critically about which information to include in a story, the best way to begin a story and the best way to structure a story. All sections do at least 10 deadline-writing assignments. Examples include: a peer profile, inverted pyramid stories, a speech story, a city council story, a news release, practice leads and a broadcast story. The assignments average 250 words, so the length listed below is for 250 words times 10 assignments.
Length of assignment:
2500
instructor
 
 
2500

Total pages for all assignments:
First drafts:
16.67
Revisions:
10.61
27.27
Occasionally, instructors will allow rewrites on in-class assignments that proved particularly tricky.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
 
Sometimes the students will work in group to practice a skill, such as a lead writing. The instructor will then critique the group work in class, but the students are not graded.
For all the reporting assignments, students must decide on their own what is most newsworthy, most important and what would most interest their readers. They also have to determine which sources are credible and which information should -- and should not be -- included in their stories. This is true whether the students are writing a speech story or city council story, and when they are choosing which sources to interview for an issue story or profile story.
The majority of the in-class writing assignments are toward the beginning of the semester as the students work on fundamentals. Later in the semester, students do more out-of-class reporting, writing and revising of drafts. We also devote more time toward the end of the semester to peer review.
70
%
 
1
Only full-time faculty or adjuncts with extensive professional and teaching experience will be assigned to honors sections. I conduct an orientation before each semester with all instructors to go over the expectations of the course and hold periodic norming sessions to go over the grading of assignments.

Course Syllabus

Upload Course Syllabus

Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Carla Whitney (whitneycm) (Tue, 20 Sep 2016 16:45:39 GMT): changed to Spring 2017 instead of 10/01/16 date.
Carla Whitney (whitneycm) (Fri, 14 Oct 2016 17:05:47 GMT): Approving per JD Bowers and Megan Boyer.
Patricia Luckenotte (luckenottep) (Tue, 18 Oct 2016 14:01:53 GMT): I have added JOURN 2100HW, 01 with lab 01A-01F for the Spring semester and cancelled the regular sections JOURN 2100H, 01 and labs 01A-01F for Spring. Note Labs for JOURN 2100H, 01B thru 01F were originally marked Tentative, I have also marked the JOURN 2100HW section 01B thru 01F as tentative.
Key: 565