Monday, September 28, 2015

Cliches, euphemisms, stereotypes and conscious and unconscious bias

Cliches, euphemisms and stereotypes don't  just contribute to shoddy, non-value-added writing, they can obscure and distort meaning.

For instance, what would be wrong with referring in a story to the MX Missile by the Pentagon's euphemistic name for it, the LGM-118 Peacekeeper?

Writing about euphemisms in "Politics and the English Language" in 1948, George Orwell said that

 "In our time, political speech and writing are largely the defense of the indefensible. Things like the continuance of British rule in India, the Russian purges and deportations, the dropping of the atom bombs on Japan, can indeed be defended, but only by arguments which are too brutal for most people to face, and which do not square with the professed aims of the political parties. 

"Thus political language has to consist largely of euphemism, question-begging and sheer cloudy vagueness. 

"Defenseless villages are bombarded from the air, the inhabitants driven out into the countryside, the cattle machine-gunned, the huts set on fire with incendiary bullets: this is called pacification. Millions of peasants are robbed of their farms and sent trudging along the roads with no more than they can carry: this is called transfer of population or rectification of frontiers. People are imprisoned for years without trial, or shot in the back of the neck or sent to die of scurvy in Arctic lumber camps: this is called elimination of unreliable elements. Such phraseology is needed if one wants to name things without calling up mental pictures of them."

Here's a good parody of cliched, empty and abstract language and images intended to distort meaning and manipulate:




Another video parody: https://www.facebook.com/TheOnion/videos/10153509197974497/?pnref=story
                                       
This unsparing, even mean-spirited satire targets unconscious bias/ stereotyping:

http://mic.com/articles/103788/one-hilarious-video-perfectly-sums-up-a-big-problem-with-western-humanitarianism
Quote from accompanying blog post:

"Typically other people's problems seem simpler, uncomplicated and easier to solve than those of one's own society. In this context, the decontextualized hunger and homelessness in Haiti, Cambodia or Vietnam is an easy moral choice," (columnist Faria  Zakaria explains. "Unlike the problems of other societies, the failing inner-city schools in Chicago or the haplessness of those living on the fringes in Detroit is connected to larger political narratives. In simple terms, the lack of knowledge of other cultures makes them easier to help."


The reporter doesn't "reduce" issues but attempts to describe them in their complexity through close reporting, research and seeking to understand the "larger political narratives" that inform them.

                                                                  ***


More from George Orwell in "Politics and the English Language" on cliche's, tired language and other enemies of direct communication:

On tired, stale, cliched writing:
 "...modern writing at its worst does not consist in picking out words for the sake of their meaning and inventing images in order to make the meaning clearer. It consists in gumming together long strips of words which have already been set in order by someone else, and making the results presentable by sheer humbug. The attraction of this way of writing is that it is easy. "

On pretentious, inflated, abstract language:
 "The great enemy of clear language is insincerity. When there is a gap between one's real and one's declared aims, one turns as it were instinctively to long words and exhausted idioms, like a cuttlefish spurting out ink."

Orwell's tips for writing meaningful sentences:


(i) Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.

(ii) Never use a long word where a short one will do.

(iii) If it is possible to cut a word out, always cut it out.

(iv) Never use the passive where you can use the active.

(v) Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.

(vi) Break any of these rules sooner than say anything outright barbarous.

This video is just for comic relief because this is such a serious topic:

Thursday, September 17, 2015

Interview video link and schedule updates

Interview video links:
Jen -

https://www.youtube.com/watch?v=_ehc7xarns4  Jacqui interviews Danielle

Mike's Interview: Mike's Interview

Sarah's Interview: Sarah's Interview

Troy's Interview: Troys Video Interview

Updated Schedule


SEPT 17 TOPICKinds of Stories  REVISED:Class to attend presentation by Linda Greenhouse and write 650-750- word speech paper due by Sunday, Sept. 20


FIRST ASSIGNMENT DUE: 400-500 written piece with photo based on your interview of a classmate. (5 percent of final grade) NEXT: READ: Chapter 16 on speeches.

SEPT 22 Analyze interview videos. Discuss Speech chapter REVISED: Discuss profiles.   NEXT: Write a brief profile pitch to present to class.

SEPT 24  Profile pitch. NEXT: Read and complete Chapters 2 & 3 worksheets (on blog, under worksheets tab) WRITE and BRING IN TO PEER EDIT A HARD COPY of 500 word "pre-first draft" profile with lead, nutgraph and quote(s).

SEPT 29 TOPIC: Cliches, stereotypes, euphemisms, conscious & unconscious bias: Turn in pre-first drafts. Peer edit. NEXT: read and complete worksheet on Chap. 7 on the Writer's Art.

OCT 1 REVISED Meet in Ziff Gallery for talk by Kate Fagan At 4 p.m. Thursday, Oct. 1, ESPN writer Kate Fagan will visit UMass Journalism to talk about sports journalism, her career, and her story titled "Split Image." "On Instagram, Madison Holleran's life looked ideal: Star athlete, bright student, beloved friend. But the photos hid the reality of someone struggling to go on." 
Blog groups will post 500 words with photo(s) on deadline:

NEXT: Read Chap. 8 on Features.
POSTPONED In-class, deadline writing assignment #6: In pairs, interview 4 people on campus on subject TBA; write 500 word story on-deadline with quotes from each of your sources. (5 percent of total grade)


OCT 6 -  TOPIC: Attribution, quotations, summary FIRST DRAFT PROFILE DUE (1,000 words, INCLUDE WORD COUNT) PEER EDIT. Discuss feature stories.
NEXT: Read and complete worksheets for Chapter 18 on Accidents and Disasters and Chapter 19 on Obituaries. Write Feature Pitch for next class.

OCT 8 Revised: Thursday, Oct. 8 @ 4 p.m.

Kathy Forde presents the Cole Lecture: The Role of Journalism in the Enduring Struggle for Racial Justice in Communication Hub, N301

After talk: FEATURE PITCH If time, work on blogs. NEXT: write 500-word feature PRE-first draft to peer edit next class. Read Chapter 21 on Courts

OCT 13 NO CLASS/ Monday class schedule





Thursday, September 10, 2015

Interviewing and Speech story tips/example


Journ 300 – FALL 2015
Sept. 10 class:
  • We’ll pick a speech/event to attend and write about. The assignment and an example from a previous class is below.
  • We’ll review the leads from your first day pieces in groups of 3
  • The same group of 3 will arrange among yourselves which of you will interview each other and who will film it using your camera or phone camera. Figure out the subject you’ll interview each other about and prepare questions in advance so that you will get some meaningful information in 3 minutes or less. Upload the finished videos to Youtube and send me a link. Make sure the privacy settings will allow me to open it. We’ll watch and analyze these in class later. 
  • A 500-word mini-profile about the same classmate you interview will be due soon.

    CLICK PHOTO BELOW FOR INTERVIEW TIPS:

  • Class interview example; https://www.youtube.com/watch?v=3pj9wprzZsM&feature=youtu.be


SPEECH PAPER ESSENTIALS (650-750 words)



1) The lead should get to the heart of the event -- NOT just say it occurred.



2) Include in the first few sentences of the story A) what the occasion was, B)who sponsored it, C) where it was held and –D) how many attended. Include the title if there is one. It’s not necessary  to cram in every detail, such as what time it was held.



3) Nutgraph: This takes the reader beyond the lead and sums up in a few sentences the major points the speaker made or the basic gist of his/her argument/case/presentation. It’s a roadmap to the rest of the story. Can be combined with the paragraph that includes the title, name of occasion etc.



4) Body of story: Take the reader through the points that the speaker made in support of his or her case/main point/argument/presentation. Each paragraph should have a strong topic sentence. Provide specific examples and direct quotes.



5) Interview 3-4 people who attended for their reaction/thoughts. Don’t forget to include this at the end of your paper!







Speech story example: Journalism professor speaks at 2nd UMass Tedx talk By Kristin Lafratta



 On a cold Monday night, Professor Shaheen Pasha, assistant professor of journalism, spoke along with seven other professors at the University of Massachusetts Amherst’s second ever TEDx event, where she invited listeners to release all feelings of fear and shame in order to reach their goals.

THIS COULD BE REVISED TO READ SOMETHING LIKE THIS:  Release all feelings of fear and shame AND YOU CAN reach YOUR  goals, Professor Shaheen Pasha, assistant professor of journalism urged students last night. (PUT THE BEST INFORMATION FIRST AND FIX IT IN TIME.)



Pasha spoke to an audience of nearly 200 people in the Isenberg School of Management’s Flavin auditorium, sharing intimate details of her life to remind listeners that every person has a life story worth sharing.



TED, technology, entertainment and design, is a national, non-profit organization owned by the Sapling Foundation, that holds conferences around the world. TEDx Talks invite the world’s brightest progressive thinkers to speak for 18-minutes about a topic they are both knowledgeable and passionate about.



Other speakers included marketing professor Cynthia Barstow who spoke about her breast-cancer prevention organization “Protect Our Breasts,” operations management professor Anna Nagurney who spoke about networking and her efforts to invent a new format for the Internet, and assistant professor of information systems Ryan Wright who discussed ways to improve “mindfulness” when using technology.



Pasha’s began by telling the audience how she begins her classes by asking journalism students about their life stories. “I either get the glassy, dulled, glazed look…or I get the nervous giggle, or more often than not I just get the shrug,” she said.



Pasha added that students think they have no story. Often they think their story is irrelevant or that it does not matter, though Pasha said she felt such modesties “couldn’t be further than the truth.”



After receiving a master’s degree from the Columbia University School of Journalism, Pasha had various jobs as a journalist, including work as a daily columnist for the Wall Street Journal and a banking and legal reporter for CNN Money. She later worked in Dubai as an Islamic finance correspondent for The Brief, a legal magazine. She also taught print and online journalism at the American University in Cairo, Egypt. All of these accomplishments were possible, she said, when she disposed herself of fear and shame.



“I started realizing all the things that were hindering me: fear and shame, unnecessary emotions,” Pasha said. “I started talking to people and developing their stories into mine.”



She told listeners of a conversation that took place between her and the chairman of Enron, Kenneth Lay, who was on trial for accounting fraud. She said she was covering the trial, and interrupted to ask Lay a question. He told her she didn’t understand what it was like to fight for what you got, and she identified with him.



“For a second I understood I was him,” she said. Pasha went on to tell how she lived in a one-bedroom apartment in Brooklyn. She added that her parents were “intelligent, hard-working” immigrants from Pakistan. “The American dream hadn’t worked out from them yet,” she said.



“Endless bills, secondhand clothes, endless battles with critters and vermin that somehow took offense that we were living there,” Pasha said when describing their apartment. “Filled with fear because we were ashamed.”



She described a friend with whom she rode the subway everyday, who was gunned down. She began to have dreams of leaving Brooklyn and being an international journalist. “I would sit on the subway…and try to dream big,” she said. “I want to see all the color and light that is out there…I’m going to get out of my cage.”



She succeeded in breaking out of her “cage” by going to Pace University and later Columbia, and then settling down into suburban life in New Jersey – though it wasn’t the kind of life she imagined. “I was secure and bored out of my mind,” she said. “I wasn’t doing what I was meant to do…a lot of it was fear because I didn’t want to make the wrong choice.”



Pasha said she sat down and asked herself in a very journalistic manner if she was where she wanted to be in life. When she found her fears were keeping her from her goals, she overcame them.



“I quit my job at CNN and I took my then 4-year-old old daughter and 3-month old son and got on a plane and flew to Egypt,” she said. Though she didn’t speak a word of Arabic, she said, “It was the best decision I ever made.”



Years later Pasha would see students she taught on TV, reporting protests on international news outlet Al-Jazeera. She continued to pursue journalism in an area of the world where journalism was not welcome by the government.



She realized that though they were worlds apart, the people of Egypt faced the same obstacles as she had. “How similar our hopes and dreams and were. And shame,” she said.



Pasha finished her speech by concluding that though her story had not changed, she is now more aware of it, and how much it had been influenced by others. Whether a cab driver in Cairo, an African prime minister, or a rich Pakistani lawyer, Pasha believes every person she has met is a part of her story.



      “Your story is not boring, it’s not lame, it got you to where you are,” she said. “Decide what you want your story to be.”



      Listeners in the audience found Pasha’s story to have an impact on how they view their own life stories.



“I had been one of those students who didn’t think much about their life story,” said sophomore Halley Ames. “But after hearing Pasha talk, she influenced me to reevaluate where I want to be in life.”



Sophomore Mirabella Pulido felt Pasha proved how important confidence is. “I like a good underdog story,” she said. “It just goes to show where motivation and being comfortable with yourself can get you.” 

Monday, September 7, 2015

Fall 2015 syllabus

JOURN 300: NEWSWRITING and REPORTING, FALL 2015  Tuesday/Thursday 4-6 p.m. Integrative Learning Center S413
Open to sophomore, junior and senior journalism majors. Required for major. Fulfills junior year writing requirement.

Description and Learning objectives: Journalism 300 is a hands-on, nuts-and-bolts news writing and reporting class. Upon completion, you should be able to :
• Determine what is news
• Identify and pitch a good story
• Report and conduct interviews
• Use the news story "formula," especially leads and nutgraphs
• Have an understanding of the kinds of stories there are and how to tell them
• Write original, logically organized narratives free from clichés, euphemisms and unexamined assumptions
 • Edit your peers’ pieces according to news writing standards
• Uphold journalistic principles of fairness, accuracy, telling the truth and serving the public good

Email me anytime at maryelizacarey@gmail.com, 413-588-4274 (cell)
Syllabus, schedule and assignments are posted on the class blog: Journ300.blogspot.com

REQUIRED TEXT: Melvin Mencher, News Reporting and Writing (latest edition) - McGraw Hill

ADDITIONAL REQUIRED READING
AP Style Guide online, assigned readings TBA and daily newspapers and news magazines. Try to scan online and/or in print at least one of the local newspapers including the Collegian, Daily Hampshire Gazette or Springfield Republican every day. Each class, one or more students will bring in a newspaper article and comment on news coverage, structure, style, choice of stories or contrast between coverage. Being conversant with what is in the news is essential to writing it.

GRADES
Grades are based on timely and thoughtful completion of in-class and out-of-class writing assignments and quizzes, multi-media blog, attendance and in-class participation. Writing criteria include news judgment, clarity of writing, grammar, accuracy, organization, spelling, conciseness, use of AP style, and meeting deadlines. Although the big picture things like news judgment and solid reporting are important, misspelling names and other seemingly minor shortcomings can ruin a story and your reputation, so they will count. Numerical equivalent of grades: A=95, A-=92, A-/B+ =90, B+88 etc.  Explanation of how grades are calculated is in the course schedule/calendar.

ATTENDANCE
Not making appointments or missing the action will also undermine your career and the class. You MUST tell me BEFORE class if you are going to be absent for a legitimate reason. (I read my e-mail regularly and you can call my cell anytime.) Otherwise you will receive zeroes for the day’s assignments. Please do not be late or leave early. More than three absences and/or repeatedly being late or leaving early will result in a significantly lowered final grade, with the grade being lowered by a full half grade for each absence over three. CELL PHONE RINGERS MUST BE TURNED OFF. NO TAPING WITHOUT ASKING FIRST. NO READING ONLINE DURING CLASS!

WRITING ASSIGNMENTS
In-class writing assignments usually won’t be longer than 2-3 typewritten pages. Most major assignments are 1,000 words or 4 pages. First drafts must be in turned in on-time for credit. Not turning in a first draft or turning in an insufficiently complete first draft will result in a zero for the first draft and a significantly lower final draft grade. Among your assignments are a profile, feature, coverage of a speech, issue piece, deadline assignments, blog, minor assignments, quizzes.

HONESTY
Any instance of plagiarism or any other form of cheating is cause for course failure.

Fall 2015 schedule

FALL 2015 Schedule
JOURN 300/CAREY
Tuesday/Thursday 4 – 6 p.m. - Integrative Learning Center S413
This is a tentative schedule of topics, assignments and assignment deadlines subject to revision to accommodate the news, campus goings-on that we’ll attend and classroom visitors. Check the blog (Journ300.blogspot.com) for updates and changes. Note: Each day two or more students will bring in an article to discuss and share an AP Style tip. We’ll develop a schedule for this.

SEPT 8 - Introduction - discuss leads, effective interviewing, AP Style and (briefly) the nutgraph. Email to me at maryelizacarey@gmail.com TONIGHT 500 words about the first day of class. Should have a good lead and at least one direct quotation.
FOR NEXT CLASS: To hand in next class, a WRITTEN list of three potential speeches/presentations we can visit on campus, ASAP in the next couple of weeks preferably during class time. (We will be writing the 650-word SPEECH paper about whichever speech we attend.) In the written list that you bring into class on Thursday, include 1) who is giving the speech and 2) the topic, where/when it is being held, a brief couple of sentences of background information about the speaker and, if possible, the topic. We’ll pick one of the speeches you’ve identified to attend. READ: Chapter 5 on Leads and Chapter 15 on Interviewing Principles
SEPT 10 -  TOPICThe Lead and the Nutgraph Review leads, Chapters 5 and 15, class blog; determine where and when we can go to a speech; determine which classmate you will interview on what subject and prepare questions.

SEPT 15 TOPIC: The Interview: In groups of 3-4, one student will interview another on a subject of his/her choice while a third student videotapes it using a phone or camera. Keep it around 3 minutes or under. We’ll upload them to YouTube and analyze them.
SEPT 17 TOPICKinds of Stories  Analyze interviewing videos, FIRST ASSIGNMENT DUE: 400-500 written piece with photo based on your interview of a classmate. (5 percent of final grade) NEXT: READ: Chapter 16 on speeches.

SEPT 22 Analyze interview videos. Discuss Speech chapter. Depending on which speech we attend, 650-750 word speech story may be due (10 percent of total grade) NEXT: Write a brief profile pitch to present to class.
SEPT 24  Profile pitch. NEXT: Read and complete Chapters 2 & 3 worksheets (on blog, under worksheets tab) WRITE and BRING IN TO PEER EDIT A HARD COPY of 500 word "pre-first draft" profile with lead, nutgraph and quote(s).

SEPT 29 TOPIC: Cliches, stereotypes, euphemisms, conscious & unconscious bias: Turn in pre-first drafts. Peer edit. NEXT: read and complete worksheet on Chap. 7 on the Writer's Art.
OCT 1 In-class, deadline writing assignment #6: In pairs, interview 4 people on campus on subject TBA; write 500 word story on-deadline with quotes from each of your sources. (5 percent of total grade) NEXT: Read Chap. 8 on Features.

OCT 6 -  TOPIC: Attribution, quotations, summary FIRST DRAFT PROFILE DUE (1,000 words, INCLUDE WORD COUNT) PEER EDIT. Discuss feature stories.
NEXT: Read and complete worksheets for Chapter 18 on Accidents and Disasters and Chapter 19 on Obituaries. Write Feature Pitch for next class.
OCT 8 FEATURE PITCH If time, work on blogs. NEXT: write 500-word feature PRE-first draft to peer edit next class. Read Chapter 21 on Courts

OCT 13 NO CLASS/ Monday class schedule
OCT 15 TOPIC: accidents, obituaries and courts Peer edit PRE-first draft Feature stories. Discuss chapters on accidents, obituaries and courts.

OCT 20 In-class deadline assignment/obituary writing exercise (5 percent of total grade) Next: Read Chaps. 11 on layered reporting and 14 on sources.
OCT 22  TOPIC: "Layered" reporting FINAL DRAFT PROFILE DUE (1,000 words, INCLUDE WORD COUNT, 10 percent of total grade) Discuss Chapters 11 and 14. In-class work on features.

OCT 27 Review for MID-TERM QUIZ. Discuss potential Issue paper topics & interviews with 2-3 "experts." 
OCT 29  ***MID-TERM QUIZ *** If time, work on features and blogs

NOV 3 In-class work on features and blogs.
NOV 5 TOPIC: Massachusetts Open Meeting Law FIRST DRAFT FEATURE DUE (1,000) words. Firm up issue story ideas. NEXT: Write issue pitch to present next class. Read and complete worksheets for Chap 20 on police, Chap 24 on Government and 25 on Reporters and the Law. Review Massachusetts Open Meeting Law.

NOV 10 Issue pitch. Discuss chapters. WRITE: 500-word Issue PRE-First Draft to peer edit next class.
NOV 12 Peer edit Issue pre-first draftsFinal FEATURE DUE (1,000 words, 15 percent of total grade)

NOV 17 FIRST DRAFT ISSUE (1,000 words with 4 voices, 2 of whom are "experts") due. Discuss chapters, Massachusetts Open Meeting Law. NEXT: Read and complete worksheets on Chaps. 26 on Taste in Journalism and 27 on Morality.
NOV 19 - TOPIC: Ethical reporting Discuss Chapters 26 & 27; in-class work on issue paper, blogs

NOV 24 In-class work on Issue paper; continue chapters discussion.
NOV 26 - NO CLASS/Thanksgiving

DEC 1 FINAL ISSUE PAPER DUE. (1,000 words 20 percent of total grade) Review for FINAL QUIZ.
DEC 3 END OF SEMESTER QUIZ Discuss summary/analysis writing.

DEC 8 - In-class deadline assignment: Watch film and write SUMMARY/ANALYSIS (10 percent of final grade) on deadline, due at end of class.
DEC 10 - LAST DAY OF CLASS/ recap/ Final blogs presentations

Graded assignments and how the final grade is calculated:

Articles/AP tips/worksheets/blogs 5 percent – You will be responsible for all information on the chapter worksheets posted on the blog. Several times a semester you will present an article to the class as well as an AP Tip. A written summary of these is due on the day you present them. Classmates will create blogs in Wordpress.
Interviews with your classmate (video and written) 5 percent – You will interview a classmate and the class will analyze a videotape of the interview. A short written piece is due using material from the interview and other reporting.
Speech paper – 10 percent – A well-organized 650-750-word speech story based on a presentation that the class attends, including comments from 2-3 audience members. Must have a strong lead, nutgraph and direct quotes from the speaker.
Deadline assignment – 5 percent – Pairs of classmates will conduct interviews on campus on a topic to be determined and write a 600 word piece with photos on deadline. Due by the end of class.
Obituary/deadline assignment – 5 percent – You will write a standard 500-word obituary on deadline. Due by the end of class.
Profile – 10 percent – A well-researched, multi-voice, 1,000-word profile of a local person. Mandatory pre-first draft and first draft in addition to the final draft.
Midterm – 5 percent
Feature – 15 percent – A lively 1,000-word piece, most likely with a scenario lead about a place, group, trend or event with four voices minimum and photos. Mandatory pre-first and first draft in addition to the final draft.
Issue – 20 percent - A well-researched 1,000 word piece on an issue of concern to the public. Must have a minimum of four voices, two of whom are "experts" on the subject, for instance a doctor, researcher or professor.
Film Analysis/deadline assignment – 10 percent – You will watch a short film and write an analysis of in on deadline. Not a simple summary. Due by the end of class.
Final – 10 percent