Thursday 29 October finishing up the project

Just to reiterate:
ALL outlines are due tomorrow. Again, the outline reflects the 8 page paper you are NOT writing. The outline essentially puts itself together, once you have copious amounts of research. The outline is your organization of the material you have collected on your chosen topic. If you are having problems assembling your outline, that means you have not done enough research.
ANY OUTLINES NOT RECEIVED BY THE END OF SCHOOL TOMORROW ARE 10 POINTS OFF PER DAY. Please give me a hard copy. I'll get these back to you by Monday. PARTNERS ARE RESPONSIBLE AS A TEAM. Communicate! Same grade...no excuses, if one of you does not come through.

Presentations will begin on Wednesday. I'll give you a list on Monday. You have class time on Monday and Tuesday to put your Prezis or Power Points together. Having done so much research, you have plenty to talk about. Your images- and remember these presentations are image based with very, very few words- are the organization point for your talk. Be prepared for impromtu questions; afterall, you know the most. Let's plan for 8 minutes of presentation and a couple minutes of questions.

Monday 26 September History of Journalism project

Everyone should be working on a project this week. Please check the previous two blogs for specifics.
Note that your outline is DUE THIS FRIDAY. The outline is the foundation of the paper that I am not asking you to write. However, the expectation, which will be reflected in the grade (your last one for this marking period), is that the outline organizes all your reseach information. This is afterall a research project. You are delving deeply into a topic, organizing the information and finally communicating your knowledge in a manner that others will learn. (Hey, you are the teacher. What do you want your students to know? How will you best communicate this knowledge and make it relevant to their lives?)

SO on that note, please stay focused. ALL OUTLINES ARE DUE FRIDAY. If you are working with a partner, make sure you two are communicating well. You both will recieve the same grade, and if someone is not here to turn in the work- or present next week- the partner takes over and again, you'll both get the same grade.

Friday 23 September history of jour - outline info

At this point, most everyone has made a selection for the History of Journalism project.
See list below. Remember only two groups may select the same topic per class.

To reiterate: everyone's outline is due Friday 30 September. The outline should follow the same format as if you were writing a 6-8 page research paper; however the paper part is not necessary. Keeping that in mind, these should be substantial, detailed outlines. A way of determining its success is that you should be able to pass the outline on to someone else and she could write a paper.
To proceed: Your outline heading is your topic. Now break down your topic. Start with the general, as you would in an introduction. See outline instructions below. Definition of topic? Purpose/ objective? Chronology? Technology involved? Individuals? Current events? Include analysis where appropriate.
Presentations: prezis or power points. Include film clips within these, if you wish, but make them very short. There should be primarily images and very, very few words. You are the presenter, the other stuff is your support. These will take place the first week of October.
Creativity and Imagination are highly encouraged.

TIMING: 7-10 minutes
No e-mailing (see previous blog). Use your jump drive or prezi account. Practice this. Make sure everything works.

Project Choices for journalism

Melissa and Emil stunt journalism
Shanelle and Mary music videos
Dasia and Whitney music videos
Jenee minorities in the media
Leah stunt journalism
Lee Ana and Eliana women in journalism
Matt- war coverage
Kamille and Phil comic strips
Zach and Towbiah war coverage
Roberto comic strips
Leon politicians
Emmit politicians
Aireanna women in journalism
Asia and Cestaris minorities in the media
Calvin- yellow journalism
Shymel

Tatiana Jessica- music and videos
Darnell war coverage
Jaquana Watkins- music and videos
Shaundrana and Latriece minority journalism
Karis and Aviva- # 1 printers
Erin and Shayla – communication # 10
Lee- radical reporters
Brennan and Tom- stunt journalism
Nelson and Addie- radical reporting
Janiqua- minorities in journalism
Lynnea and Ahmantal- political scandals
Chabelli- media as a watchdog

Nell- watchdog media
Maggie and Maddie politicians
Shayla – music videos
Marissa and Amanda - minorities media
Kennethea- radical reporters
Brianna- stunt journalism
Carlos- radicals
Alex- stunt journalism
Chelsea – music video
Elexus and Justice minorities
Helene – stunt journalism
Nyesha- women in the media
Meagan and Olivia- radical reporters
James- printers
Nautica – yellow journalism

How to Write an Outline

1.What is it?
An outline is a general plan of the material that is to be presented in a speech or a paper. The outline shows the order of the various topics, the relative importance of each, and the relationship between the various parts.

2. Thesis Statement of Summarizing Sentence
All outlines should begin with a thesis statement of summarizing sentence. This thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, specific and brief, which expresses the point of view you are taking towards the subject.

3. Order in an Outline
There are many ways to arrange the different parts of a subject. Sometimes, a chronological arrangement works well. At other times, a spatial arrangement is best suited to the material. The most common order in outlines is to go from the general to the specific. This means you begin with a general idea and then support it with specific examples.WE ARE USING A SPACIAL ARRANGEMENT FOR OUR PROJECT.

4.Types of Outlines
The two main types of outlines are the topic outline and the sentence outline. In the topic outline, the headings are given in single words or brief phrases. In the sentence outline, all the headings are expressed in complete sentences. WE ARE USING A TOPIC OUTLINE, THT IS SINGLE WORDS OR BRIEF PHRASES.

5. Rules for Outlining
1. Subdivide topics by a system of numbers and letters, followed by a period.
Example:
I.
A.
1.
a.
b.
c.
2.
a.
b.
c.

B.
1.
2.
a.
b.
II.
A.
1.
a.
b.
B.

2. Each heading and subheading must have at least two parts.
3. Headings for parts of the paper of speech such as, Introduction and Conclusion, should not be used.
4. Be consistent. Do not mix up the two types of outlines. Use either whole sentences of brief phrases, but not both.

Examples Topic Outline

Choices in College and After
Thesis: The decisions I have to make in choosing college courses, depend on larger questions I am beginning to ask myself about my life’s work.
I. Two decisions described
A. Art history or chemistry
1. Professional considerations
a........
b......


2. Personal considerations

B. A third year of French?
1. Practical advantages of knowing a foreign language
2. Intellectual advantages
3. The issue of necessity
II. Definition of the problem
A. Decisions about occupation
B. Decisions about a kind of life to lead
III. Temporary resolution of the problem
A. To hold open a professional possibility: chemistry
B. To take advantage of cultural gains already made: French

Thursday 22 September History of Journalism project.

History of Journalism Project -
Directions (read carefully):Pick a partner in your class (or work independently) and select one of the topics listed below to complete the History of Journalism Unit. Proposals are due at the end of class today. The presentation should be 10 minutes, neither less, nor more. (7 minutes, if working without a partner.)
You may include a power point, prezi, video clip, and /or performance. The objective is to give an insightful and educational overview of one aspect of journalistic history. No more than two groups be work on the same project in the same class.

PROJECT GRADING: research 50%-this is a detailed outline of your presentation to be turned in Friday 30 September); 40% presentation (oral presentation skills: audibility/ eye contact/ body language; communication of knowledge (engaging / accurate visuals) 10%; your partners evaluation of your effort / communication and cooperation.
NOTE: ALL OUTLINES ARE DUE FRIDAY 30 SEPTEMBER BY THE END OF CLASS.

.TOPIC CHOICES: Let me know, when you have made your selection. (First come, first serve)

1. Printers: Find out about famous journalists (at least 3) that devoted themselves to improving the print industry. Show and discuss the progression of printing through the years. How have techniques changed and what impact did each change have on the newspaper industry? Tips – Johannes Gutenberg, Ben Franklin, Letterpress, Offset Printing.

2. Reporters were sometimes found to be “radical” in different periods of history. Look at people like Martin Luther, Horace Greeley, John Upton Sinclair, Sam Adams and others who used their journalistic skills to fight for people’s rights. See “Muckraking.”

3. Coverage of politicians’ private affairs – How does the media handle cover personal situations in politicians’ lives? How have they done this in the past and what has the development has occurred?

4. Examine the history of the papers owned and run by Joseph Pulitzer and William Randolph Hurst during the period from 1895 to 1905. How sensational can reporters write without becoming a “yellow journalist”?

5. Beginning with the area of the “Penny Press,” going through today, discuss the cost of newspaper subscriptions and the evolution of advertising. How does advertising help finance production costs? How much revenue is generated today vs. years ago? How does the industry decide on the price of the ads?

6. Stunt Journalism – Does it take reporters engaging in “dangerous” acts to get stories and to make it in the field? Ideas: look at someone like Nellie Bly and compare her to the people and type of reporting today which is similar. How has it made a difference in society?

7. Compare coverage of the Civil War vs. Vietnam War and Desert Storm. Show how reporting and photography has played a major role in shaping the public’s opinions of U.S. involvement. How has reporting changed over the last 100 years? Where do reporters, called correspondents, get their information?

8. Trace the course of the woman’s involvement in journalism from the colonial days to the present time. Use the Anne Catherine Green story as a basis as well as others Fanny Fern, Margaret Fuller, Middy Morgan, Jane Grey Swisshelm, Winifred Black (Annie Laurie), Bessie Bramble, Margherita Arlina Hamm, Julie Hayes Percy, etc. Find some current successes and compare stories. What has made them so successful?

9. Since “The Yellow Kid” began in 1896, trace the changes an evolution of the nature of comic strips. Why are some humorous, some adventurous; why are some self-contained in one day, and some continuing stories? What purposes do comic strips serve?

10. Trace the lines of communication that went up across America from the telegraph to the telephone and radio stations. Show how the discovery of waves in the air led to broadcast journalism where sound could come into homes and eventually into cars. What was impact of Samuel Morse’s invention? How did each new invention or discovery change the way we communicate? Discuss AM and FM frequencies. How have Bill Clinton’s radio broadcasts affected the public in comparison to Roosevelt’s “fireside chats” when he was in office?

11. Music and music videos have made a huge impact on the youth of America. Show how forms of music have changed over the past 50 years in equipment, as well as the variety of content available. What change in the music industry took place when MTV aired? How has MTV changed from the original format? Trace the history. Don’t forget to touch on ratings and censorship within the music industry.

12. Minorities have often had difficulties breaking into the media industry historically. Research and discuss historically minorities who have made it in the industry. What challenges did they face? How were they able to break into the industry when so many tried to shove them out? What was it about the people who were successful that helped them to made it? Did they have any advantages?

13. How and why does the media work as a “watch dog” or society? How has investigative reporting helped the “betterment” of America? Discuss what influence the book, “The Jungle,” and stories such as “Watergate” have done to impact and better society. Include examples of current journalists doing similar things .

THE PRESENTATION SCHEDULE WILL BE POSTED NEXT WEEK. NOTE THAT WITH THE EXCEPTION OF PREZI PROJECTS, EVERYTHING ELSE SHOULD EITHER BE FILMED OR PUT ON YOUR JUMP DRIVE. IF YOU PARTNER IS ABSENT ON THE DAY OF YOUR ASSIGNED PRESENTATION, YOU ARE RESPONSIBLE TO FILL IN. ANY STUDENTS NOT READY TO GO, WILL BE DEDUCTED BEGINNING AT 10 POINTS PER DAY. MAKE-UPS WILL ONLY BE HELD AFTER SCHOOL.

Remember that power points are to augment your knowledge. They should be almost exclusively images- very, very few words. Please do not read off of them.

Tuesday Wednesday 20 21 September. last of bias material.

Once you have turned in your deconstruction and rewrite from yesterday, please take a look the following: THE LAST DAY TO TURN IN ANY BIAS MATERIAL IS THIS WEDNESDAY. WE ARE STARTING A NEW PROJECT ON THURSDAY.

1. BBC News consistently represents the highest levels of objective reporting. 1. Read the backgrounhd information on this news organization.

BBC News is the department of the BBC responsible for the gathering and broadcasting of news and current affairs. The department is the world's largest broadcast news organisation and generates about 120 hours of radio and television output each day, as well as online news coverage.[1][2] The service maintains 44 foreign news bureaux and has correspondents in almost all of the world's 240 countries. Since 2004 the Director of BBC News has been Helen Boaden.
The department's annual budget is £350 million; there are 3,500 members of staff, 2,000 of whom are journalists.[1] Through the BBC English Regions BBC News has regional centres across England as well as national news centres in Northern Ireland, Scotland and Wales. All regions and nations produce their own local news programmes and other current affairs and sport programmes.
2. Now take a look at the following article. For each of the numbered sentences, on another sheet paper list the verbs and write a synonym next to it. (Reflect upon the extent of the verbs' emotional nuance.)

Yemen unrest.

1. At least 20 people have been killed by security forces in Yemen, doctors say, continuing a bloody crackdown on protesters that started on Sunday.
2. Snipers in Sanaa fired from rooftops at a protester camp, killing bystanders including a child, witnesses said.
3. Government forces have also begun shelling areas held by soldiers loyal to the protesters.
The opposition has promised to carry on its campaign to oust President Ali Abdullah Saleh.
4. For months, thousands of people have been waging a campaign to depose Mr Saleh, who is currently in Saudi Arabia recovering from a bomb attack in June.
5. The opposition believes the government is deliberately orchestrating the violence to derail any chance of agreement.
6. But a Yemeni minister strongly denied reports that the authorities had attacked genuine demonstrators, telling the BBC government forces were being attacked by militants sympathetic to al-Qaeda.
7. The US and EU nations were among members of the UN Human Rights Council who used a meeting in Geneva on Monday to urge Yemen's government to stop using force against peaceful protesters.
8. Meanwhile, as the violence intensified, envoys from the UN and the Gulf Co-operation Council arrived in Yemen, in a new attempt to negotiate a handover of power from Mr Saleh.Air attacks
Sunday saw the worst violence in the country for several months, when 26 people were killed and many more injured as they marched towards the presidential palace in Sanaa, the capital.
9. In another part of the city, a firefight broke out between government troops and soldiers loyal to the protesters.
10. Hakim al-Masmari, editor of the Yemen Post in Sanaa, told the BBC that military planes were regularly flying over the city, attacking positions held by defected troops. Witnesses reported an air raid on a military base containing soldiers who had switched allegiance.
11. Tom Finn, a freelance reporter in Sanaa, said on Twitter that injured people were arriving at a makeshift hospital "by the dozen", most of them with gunshot wounds to the legs.
12. And witnesses reported that government troops were shelling areas of the city guarded by troops loyal to the protesters.
13. More deaths were also reported in the city of Taiz, south of the capital. Government denial
Yemen's Minister of Trade and Industry, Hisham Sharaf, told the BBC the clashes were initiated by al-Qaeda-linked forces within the opposition who do not want a political solution to be reached.
14."The government of Yemen and Vice President Abdul Abo Mansour gave orders to not shoot at any civilian person having a demonstration," he told the BBC's Newshour programme.
"But anyone who has a gun or a bazooka or is shooting from a vehicle, with live ammunition. What do you expect the police to do? Just to look at them?
15. Meanwhile, the UK-based charity Oxfam is warning that Yemen is at breaking point and faces a food crisis.
"A protracted political stalemate over much of the past six months has left the government in paralysis, prompting a fuel crisis that has brought the economy to the verge of collapse," says the charity in a new report.
16. Oxfam warned that 7.5 million Yemenis - one third of the population - are going hungry and said the international community needed to step up its aid response.t: Further deaths in Sanaa clashes

3. The last thing I would like you to look at for the bias unit is NPR, National Public Radio.

NPR, formerly National Public Radio, is a privately and publicly funded non-profit membership media organization that serves as a national syndicator to a network of 900 public radio stations in the United States. NPR was created in 1970, following congressional passage of the Public Broadcasting Act of 1967. NPR produces and distributes news and cultural programming.

Go to the NPR website: http://www.npr.org/. On the same sheet as the verbs synomyms from the BBC article, list the primary headings and under each write down three stories that are being covered. Finally, listen to the hourly news summary and list two of the news stories.

Monday 19 September bias rewrite

By the close of class today, The Daily Show responses is due. If you have completed it, please take a look at the last bias material. (The Ingraham material was due last Friday.) At this point, you should have an appreciation of the subtletiies between bias and perspective. As an informed reader- and critical thinker- one must be conscience of a writer's motivation. As a journalist, you have an obligation to write as objectively as possible.

Class handout: this is due at the end of class Tuesday.

Bias
Understanding the role of subjectivity and perception in the media. News Judgement
Trying to define what constitutes news is a delicate business. Some of the key factors include:
1. Impact: Is the only factory in town closing down? That has a bigger impact than two people being laid off, so it's bigger news. A disaster is big news because of its impact, leaving people hurt and homeless.
2. Conflict: A demonstration for animal rights in which people peacefully march and chant slogans is not a major news story. But if a confrontation develops between the protesters and a fur coat merchant, and someone gets hurt, it becomes a major story because the level of conflict has increased.
3. Prominence: Are celebrities or politicians involved in a story? If so, it's a bigger story. A failed marriage in the Royal Family is a big headline around the world, but the same problems, if they happened to your next-door neighbour, wouldn't even make the local paper.
4. Proximity: If your newspaper is in Timmins, Ontario, and a homeless person freezes to death on Timmins' main street one winter night, that's big news. But if your newspaper is in Whitehorse, Yukon, you are not as interested in a death in Timmins, because it isn't close to your readers.
5. Freshness: News has a short shelf life. If a development happened an hour before the paper's deadline, it's bigger news than if it's 24 hours old.
6. Novelty: There's a saying that "if a dog bites a man it isn't news, but if a man bites a dog, that's news." Human interest: Related to novelty. Stories about the 96-year-old who swims in the ocean every morning, winter and summer, or about the family with 20 foster children and how they cope, are of interest to readers.
These factors are all a part of news judgement.

As you read the following articles, note how a single event could generate more than one news story
1. Identify a point of view or bias, based on the language used.
2. Now take on your role as the “gatekeeper”. Critically analyze or deconstruct the two newscasts for potential bias. On a separate sheet of paper, list the bias through comparison, focusing on language, story selection and story order.
3. Finally, rewrite one of the stories , removing the bias.

Article 1 Sir Sam Steps Down!
Toronto Times November 1916
SIR SAM STEPS DOWN!
Sad news was announced in Ottawa today. Sir Sam Hughes is no longer the minister of Militia. The prime minister, bending to howls of criticism from Quebec, has dismissed this able, competent minister. Hughes has done more for the war effort than any other Canadian. He has recruited thousands of volunteers and raised thousands of dollars.
Canada entered the war with only 3000 in the armed forces. By the end of 1915, thanks to Sir Sam's tireless energy and inspired leadership, more than 200,000 of our noble sons have taken their places on the battlefield.
Without Sir Sam's efforts, how will Canada maintain its contribution to the war cause? Many English Canadians are angered by the reluctance of French Canadians to volunteer for overseas service. English Canadians are willing to defend the British Empire. The Empire that has done so much for Canada.
Sir Sam Hughes, through the force of his personality, has persuaded reluctant industrialists to invest heavily in the production of much needed war materials. We should be thankful that, through the contracts negotiated by the minister, tons of vital munitions are making their way to our soldiers at the front.

Article 2 HUGHES FIRED FROM CABINET
Montreal Matin November 1916
HUGHES FIRED FROM CABINET
At long last, Prime Minister Borden has done the honourable thing! He has thrown Sir Sam Hughes, his incompetent minister of Militia, out of the Cabinet. Now, Hughes will be unable to do any more damage to Canadian unity. Hughes, more than any other person, has divided and torn this country apart with his policies.
Hughes has managed to antagonize everyone in Quebec. Those French Canadians who have volunteered for the English war have been insulted. The recruitment posters, training and instruction manuals are in English only. More importantly, promotions have only been given to the English-speaking officers. How can Hughes and other Canadians expect French Canadians to join in the war effort when they are treated so poorly?
As Minister of Militia, Hughes has disgraced the nation by rewarding his friends and cronies with munitions contracts. These shady deals have allowed his friends to make millions at the taxpayer's expense.
Why should we spill one more drop of precious French-Canadian blood in Europe. Canada only wants Quebec in Confederation when we are willing to sacrifice for the British Empire. Britain started this war. Let Britain finish it!

Friday 16 September liberal news the Daily Show

Yesterday we looked at conservative news bias, whilst today we'll look that the other end of the bias spectrum: liberal news bias. Please go to The Daily Show for September 15, 2011 (http://www.thedailyshow.com/ ). It's 21 minutes. Make sure you get the complete show. If you have a problem, type in The Daily Show September 15, 2011 full episode. Pause as you go through to answer the accompanying questions. Heads up, this is raw stuff, written for mature audiences. Please take into account its satirical content, much in an 18th century tradition. If you have difficulities, see me. I do not want you to feel uncomfortable.
See copy below.
The Daily Show responses Liberal bias
1. What is the tone of The Daily Show?

2. Who is the Master of Ceremonies?

3. How does he lead the Barak Obama news story? (Think in terms of literature.)

4. Who is his targeted audience with “that custom-tailored Obama scandal you ordered is finally here?”

5. What is Solyndra and its relationship to the US government?



6. Paired pictures: Captain Kirk and Jon Stewart. Explain.


7. Explain the image of Obama and It’s Not Easy Being Green.


8. Does the failure of solynda man the failure of green energy? Respond, according to the show.


9. What is the example of cronyism that Stewart brings up/

10. Based upon the commercials, who is the target audience?


11. Barbara Bachman on the HPV vaccine. Is there any evidence to back up her assertions ?

12. How many sexually-active women will get HPV during their life time?

13. Write a 50 word response to Stewart’s discussion with Caroline Kennedy. What is it about? What is the tone of the dialogue? How is different than the previous segments?

Anyone absent needs to check Thursday's blog and the accompanying responses.

Have a great weekend!

Friday 16 September bias response

A wise history teacher (whom I don’t know, but I like what she said) once wrote in an e-mail: “I’d like to make a big plea for teaching students to look for Point of View, and not bias. They misuse ‘bias’ so much that it hurts to read. In most minds, ‘bias’ is BAD; and they get in the habit of writing the phrase ‘it is biased because’ – which, of course, makes the reader start grinding her teeth.” So, the moral of the story is: DON’T BE THAT STUDENT. Become familiar with the following terms and their definitions, and then get in the habit of using “point of view” OR “perspective” when discussing documents.



These terms have a NEGATIVE value attached to them:
 bias (n.): a mental leaning or inclination; partiality; prejudice
 biased (vb.): to cause to have a bias; influence; prejudice



These terms have a NEUTRAL value attached to them:
 perspective (n.): the relationship or proportion of the parts of a whole, regarded from a particular stand or point in time; the interrelation in which a subject and its parts are mentally viewed
 point of view (n.): the place from which, or way in which, something is viewed or considered; standpoint; a mental attitude or opinion



First Amendment scenario essay: Grading was based primarily on content, whereby you argued your reasoning for one of the scenarios based upon the First Amendment.
Number 1- "Piss Christ"- yes it stays: symbolic speech, minority views get a voice, causing no physical or economic harm (spiritual harm is not legally valid); government can sponser this, as they cannot intrude into religion (but is it even religious?), but more importantly Congress does not participate in the decision to grant or deny National Endowment for the Arts funding; obsentity? community standards can be argued; no, it goes: interesting arguments as the image could be considered "fighting words", but then again the courts have become more restrictive on this, as "reasonable" people should be able to control themselves; so the only way that you might get this taken down is that is causes economic harm, as people's routines have been impacted, so as they can't get to work.

Number 2- a critic works under the umbrella of opinion. Yes, there could be economic harm, but her word is subjective and really of no legal weight. In contrast, someone who claims to have found cockroaches, better be able to prove it. Otherwise, this is defamation.

NEW JOURNALISM TOPIC: Bias
Please read the paragraph below.
Discerning fact from opinion is a basic skill – and obligation

— Journalists must clearly separate and label fact from opinion in their reporting of information to communities and they should make concerted efforts to ensure that citizens know how to tell the difference. This includes news and news analysis, the news organizations’ and individuals’ opinions (columns, commentary, editorials, letters to the editor), advertising, advocacy ads and advocacy reporting.

— The public must make it a priority to learn the difference between fact and opinion and make it a skill to help others in their communities know the difference. Individuals must wield the right to challenge what communicators claim is fact and what is opinion. People must demand transparency and credibility of information. Readers and viewers must look at information beyond their circle of comfort so they obtain complete and thorough data before acting. These obligations include evaluating what they receive and verifying what they develop on their own.

IN CLASS TODAY: everyone is completing a self bias audit. We'll then discuss.
Copy of handout below. Please turn yours in for class credit. (What you write is only of significance to you.)




Bias audit Name___________________
Mark your response to the following:
Positive Negative Undecided Don't care
Administrators
Arabs
Black Muslims
Born-again Christians
Buddhists
Californians
Catholics
Chinese
Communists
Conservatives
Democrats
Doctors
Egyptians
Elderly
Football
French
Gays/lesbians
Honor Society
Iraqis
Jews
Jocks
Ku Klux Klan
Lawyers
Liberals
Muslims
Nerds
New Yorkers
Protestants
Republicans
Russians
Secretaries
Socialists
Sororities
Southerners
Teachers
Texans
Wealth
Welfare
Working class
The prototype for this list of organizations, etc., for students to gauge their emotional response/bias is a "Skill Drill" in Mencher's Workbook that accompanies "News Reporting and Writing." It's on page 127 in the Ninth Edition (c. 2003).

Period 7 Bias work. class handout. See copy below.

Bias Understanding the role of subjectivity and perception in the media. News Judgement
Trying to define what constitutes news is a delicate business. Some of the key factors include:
1. Impact: Is the only factory in town closing down? That has a bigger impact than two people being laid off, so it's bigger news. A disaster is big news because of its impact, leaving people hurt and homeless.
2. Conflict: A demonstration for animal rights in which people peacefully march and chant slogans is not a major news story. But if a confrontation develops between the protesters and a fur coat merchant, and someone gets hurt, it becomes a major story because the level of conflict has increased.
3. Prominence: Are celebrities or politicians involved in a story? If so, it's a bigger story. A failed marriage in the Royal Family is a big headline around the world, but the same problems, if they happened to your next-door neighbour, wouldn't even make the local paper.
4. Proximity: If your newspaper is in Timmins, Ontario, and a homeless person freezes to death on Timmins' main street one winter night, that's big news. But if your newspaper is in Whitehorse, Yukon, you are not as interested in a death in Timmins, because it isn't close to your readers.
5. Freshness: News has a short shelf life. If a development happened an hour before the paper's deadline, it's bigger news than if it's 24 hours old.
6. Novelty: There's a saying that "if a dog bites a man it isn't news, but if a man bites a dog, that's news." Human interest: Related to novelty. Stories about the 96-year-old who swims in the ocean every morning, winter and summer, or about the family with 20 foster children and how they cope, are of interest to readers.
These factors are all a part of news judgement.
As you read the following articles, note how a single event could generate more than one news story
1. Identify a point of view or bias, based on the language used.
2. Now take on your role as the “gatekeeper”. Critically analyze or deconstruct two of the following newscasts for potential bias. On a separate sheet of paper, list the bias through comparison, focusing on language, story selection and story order.
3. Finally, rewrite one of the stories , removing the bias.
Article 1 Sir Sam Steps Down!
Toronto Times November 1916
SIR SAM STEPS DOWN!
Sad news was announced in Ottawa today. Sir Sam Hughes is no longer the minister of Militia. The prime minister, bending to howls of criticism from Quebec, has dismissed this able, competent minister. Hughes has done more for the war effort than any other Canadian. He has recruited thousands of volunteers and raised thousands of dollars.
Canada entered the war with only 3000 in the armed forces. By the end of 1915, thanks to Sir Sam's tireless energy and inspired leadership, more than 200,000 of our noble sons have taken their places on the battlefield.
Without Sir Sam's efforts, how will Canada maintain its contribution to the war cause? Many English Canadians are angered by the reluctance of French Canadians to volunteer for overseas service. English Canadians are willing to defend the British Empire. The Empire that has done so much for Canada.
Sir Sam Hughes, through the force of his personality, has persuaded reluctant industrialists to invest heavily in the production of much needed war materials. We should be thankful that, through the contracts negotiated by the minister, tons of vital munitions are making their way to our soldiers at the front.

Article 2 HUGHES FIRED FROM CABINET
Montreal Matin November 1916
HUGHES FIRED FROM CABINET
At long last, Prime Minister Borden has done the honourable thing! He has thrown Sir Sam Hughes, his incompetent minister of Militia, out of the Cabinet. Now, Hughes will be unable to do any more damage to Canadian unity. Hughes, more than any other person, has divided and torn this country apart with his policies.
Hughes has managed to antagonize everyone in Quebec. Those French Canadians who have volunteered for the English war have been insulted. The recruitment posters, training and instruction manuals are in English only. More importantly, promotions have only been given to the English-speaking officers. How can Hughes and other Canadians expect French Canadians to join in the war effort when they are treated so poorly?
As Minister of Militia, Hughes has disgraced the nation by rewarding his friends and cronies with munitions contracts. These shady deals have allowed his friends to make millions at the taxpayer's expense.
Why should we spill one more drop of precious French-Canadian blood in Europe. Canada only wants Quebec in Confederation when we are willing to sacrifice for the British Empire. Britain started this war. Let Britain finish it!

Thursday 15 September Bias

Respones to First Amendment test: the following are the correct responses.

1.Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
2.Speech is how an individual expresses oneself verbally, non-verbally, visually or symbolically.
3. opinions, artistic expression (painting, music, poetry, motion pictures, dramatic works, radio and television entertainment, drawings, engravings), as long as they do not cause real harm - see J.Steward Mill, and the perceived offensive material does not have to be confronted daily, as in the course of normal routine.
4. defamation:accusations that purport to be true
5.fighting words- those words that by their utterance inflict injury or incite immediate breach of the peace.
6. same as 5-oops!
7. it is a crime to incite (urge or encourage someone to act in a violent or unlawful way).
8. sedition- incitement of discontent or rebellion against a government
9. speech is restricted if it constitutes the establishment of a religion. In terms of prayer in school, some argue that that restricts freedom of religion, but this would fall under spiritual injury and under Mill's harm principle (physical and economic) is not valid harm.
10. economic and physical harm

BIAS vs. PERSPECTIVE / POINT OF VIEW


A wise history teacher (whom I don’t know, but I like what she said) once wrote in an e-mail: “I’d like to make a big plea for teaching students to look for Point of View, and not bias. They misuse ‘bias’ so much that it hurts to read. In most minds, ‘bias’ is BAD; and they get in the habit of writing the phrase ‘it is biased because’ – which, of course, makes the reader start grinding her teeth.” So, the moral of the story is: DON’T BE THAT STUDENT. Become familiar with the following terms and their definitions, and then get in the habit of using “point of view” OR “perspective” when discussing documents.



These terms have a NEGATIVE value attached to them:
 bias (n.): a mental leaning or inclination; partiality; prejudice
 biased (vb.): to cause to have a bias; influence; prejudice



These terms have a NEUTRAL value attached to them:
 perspective (n.): the relationship or proportion of the parts of a whole, regarded from a particular stand or point in time; the interrelation in which a subject and its parts are mentally viewed
 point of view (n.): the place from which, or way in which, something is viewed or considered; standpoint; a mental attitude or opinion



First Amendment scenario essay: Grading was based primarily on content, whereby you argued your reasoning for one of the scenarios based upon the First Amendment.
Number 1- "Piss Christ"- yes it stays: symbolic speech, minority views get a voice, causing no physical or economic harm (spiritual harm is not legally valid); government can sponser this, as they cannot intrude into religion (but is it even religious?), but more importantly Congress does not participate in the decision to grant or deny National Endowment for the Arts funding; obsentity? community standards can be argued; no, it goes: interesting arguments as the image could be considered "fighting words", but then again the courts have become more restrictive on this, as "reasonable" people should be able to control themselves; so the only way that you might get this taken down is that is causes economic harm, as people's routines have been impacted, so as they can't get to work.

Number 2- a critic works under the umbrella of opinion. Yes, there could be economic harm, but her word is subjective and really of no legal weight. In contrast, someone who claims to have found cockroaches, better be able to prove it. Otherwise, this is defamation.

NEW JOURNALISM TOPIC: Bias
Please read the paragraph below.
Discerning fact from opinion is a basic skill – and obligation

— Journalists must clearly separate and label fact from opinion in their reporting of information to communities and they should make concerted efforts to ensure that citizens know how to tell the difference. This includes news and news analysis, the news organizations’ and individuals’ opinions (columns, commentary, editorials, letters to the editor), advertising, advocacy ads and advocacy reporting.

— The public must make it a priority to learn the difference between fact and opinion and make it a skill to help others in their communities know the difference. Individuals must wield the right to challenge what communicators claim is fact and what is opinion. People must demand transparency and credibility of information. Readers and viewers must look at information beyond their circle of comfort so they obtain complete and thorough data before acting. These obligations include evaluating what they receive and verifying what they develop on their own.

In class: complete the handout. A copy is below, if you are not in class.
Go to Laura Ingraham's Site: http://www.lauraingraham.com/

Journalism News bias Conservative Talk (don’t worry we’ll look at liberal also)
Go to this Laura Ingraham’s site: http://www.lauraingraham.com/
1. List three headlines that indicate that there is a distinct bias on this site.



2. Now take a look at the “Lie of the Day.” Why message is conveyed by calling these words a lie?


3. Peruse the “Separated at Birth”. By pairing these pictures, what views are being cultivated?



4. Now watch three video clips and list two phrases from each that put a red flag up that this is bias and not merely perspective.
a. Title: _________________________________________

1.____________________________________________________________


2. ____________________________________________________________
b. Title:________________________________________
1._________________________________________________________________

2. _________________________________________________________________

c.Title:__________________________________________________________________-

1. _____________________________________________________________

2. ___________________________________________________________________________________-

Wednesday 14 September bias

In class: 3rd period journalism has their First Amendment quiz today. All the quizzes and the correct responses will be posted on tomorrow's blog. See after the essay information for class work.
EARPHONES NEEDED TOMORROW

Monday and Tuesday 12/13 September critical lens

In class: critical lens essay on your summer reading. This is 20% of this marking period's grade, as per school policy. You have two days to write a phenomenal essay. If you did not read the assigned books, choose two others. You will loose 15 points per book, but this will salvage this marking period. I suggest you bring your thumb drive to save Monday's material to use Tuesday.

On Wednesday, third period journalism will have their First Amendment quiz, as the class meeting last Thursday bled into their time slot. I'll have everyone's quizzes back to you this Thursday.

Friday 9 September First Amendment quiz

In class: since the assembly from period three went over yesterday, you are writing your essay.

Periods 7 and 9 have the First Amendment quiz. This is a class handout.

Monday and Tuesday next week is your summer reading critical lens. Since you have two days, these should be marvelous! The grading rubric is based upon grammar, punctuation, sophistication of language / style and, of course, content.

Have a good weekend.

Thursday September 8 in class response to First Amendment scenario

Reminder: quiz tomorrow. You need to be able to write out from memorization the First Amendment and respond to the reading terms from the material given out on Tuesday. See Tuesday's blog, if you lost your hard copy. DUE BY THE CLOSE OF CLASS

1. Open up a word document.
2. Create a MLA heading: in a single row on the left hand side of the paper put your name, my name (Mrs. Parker), First Amendment scenario, 8 September 2011
3. Double space
4. Times New Roman or Ariel font
5. Minimum 250 words.
6. Grading: content, style, organization, grammar, spelling, punctuation
7. When you are finished, please e-mail the document as an attachment.
Please respond to one of the following scenarios, basing your discussion upon the reading material of the last two days.
1. A popular public art project in recent years has been the placement of poetry posters on public transportation for people to read while commuting. Imagine a project to place these posters in busses and subways with the content of the Andres Serrano's "Piss Christ" that presumably would be offensive to some religious sensibilities. What arguments would support exhibition of the posters on the bus? Should a government agency provide funding for the poster? Why or why not?

2. If a consumer reporter said falsely that a restaurant served her food with cockroaches in it, the restaurant could maintain a lawsuit for defamation. If a food critic wrote a review that, in the opinion of the critic, the restaurant's food tasted dreadful, the restaurant could not maintain a lawsuit for defamation. Yet, if the critic is a respected food critic in the city, that opinion could cause as much (if not more) economic harm to the restaurant than the erroneous news report of the consumer reporter. Does the distinction between "falsehood" and "opinion" result in fair results for the restaurant? Is the rationale for allowing defamation lawsuits as a restriction on speech justifiable?