MASS COMMUNICATIONS 260

Spring  2004                                                                                        Instructor:  Dr. Keller

Miller 210                                                                                             Office: Miller 216  

MWF:  10:00                                                                                        Phone:  Ext. 6822

tkeller@ehc.edu                      

 

COURSE OBJECTIVES

The course is a one‑semester survey of broadcasting/electronic media as it exists and as it has evolved.  The purpose is to evaluate broadcasting in contemporary society.  The course is designed for those who may become professional participants in the field, for those who will primarily be consumers, and for those who may become active in seeking the improvement of broadcasting.  The course will include training in preparing material for broadcast.

 

TENTATIVE COURSE OUTLINE

            This syllabus specifies the major course requirements and grading procedures.  However, the daily course schedule remains subject to change and additional assignments will likely be made during the term.

 

TEXTS

Head, Sterling, and Schofield.  Broadcasting In America: a survey of electronic media.  9th Ed.  2001: Houghton Mifflin Publishers.

Keller and Hawkins: Television News:  A  Handbook for Writing, Reporting, Shooting, and Editing.  2002: Holcomb-Hathaway Publishers

Please keep the Keller/Hawkins book if you plan on taking video production. (Realistically, youÕll want to keep it anyway, right?  Because itÕs such a fabulous, wonderful book!)

 

RADIO WORK    

You will prepare one report a week for possible use on WEHC news or on ehcwired.com based on a beat assignment.  Please email your work to three places by 3:00 on the day it is due.  Send to ehcnewsline@yahoo.com and tkeller@ehc.edu. 

 

TAPE RECORDER

To carry out assignments in this class, you will need a hand-held tape recorder that uses standard size audio cassettes.  As a mass communications major, you will find many uses for a recorder beyond its use in this classroom.

 

VIDEOTAPE

You will shoot and edit videotape during this class.  A tape will be provided for you to edit your stories on, but you will need a 30-minute, high quality VHS shoot tape, available through the college book service.

 

ATTENDANCE 

You are expected to attend all classes, the common practice of good students.  If you have an urgent family or medical problem, arrange to be excused in advance. After three absences, 5 points will be deducted from your daily grade each time you miss class.

 

 

EXTRA CREDIT

You may receive up to 3 points extra credit on your final grade by working a regular shift at WEHC and preparing a resume tape. To receive credit, you must faithfully adhere to your shift which will be verified by the instructor with station management. The number of points will be determined by your faithfulness in showing up for your shift in combination with evaluations of your professionalism by the station manager and the instructor.  You may share your time slot and get the full three points as long as you show up regularly.

 

TYPING           All assignments, unless otherwise noted, are to be typed.  Handwritten work will not be accepted.  If there are two pages or more, staple them.  Be sure your printer makes clear copies.

 

TESTS AND ASSIGNMENTS

Tests and assignments will be announced throughout the term.

You may be quizzed on reading assignments with 10 point quizzes. 

Late assignments are intolerable in the communications field.  If accepted, a late assignment will receive a numerical grade of 50.

 

COURSE FOLDER

You are required to keep a course folder for all your completed daily assignments. The folder will include listening assignments, scripts for your news stories, research paper assignments, and any other daily work that is assigned throughout the semester.  (Note* It is a good idea in any course to keep all your assignments on a disk in electronic format in addition to saving the graded paper copies.) If there is any question about your work, you will be responsible for presenting your folder with your saved work.

 

GENERAL MISSION

Remember that the College Mission Statement includes the motto, Increase in Excellence.  Please strive to employ the motto in your academic and personal endeavors.  We would like to be a special, honest, and caring community where each person is committed to service to others as well as to intellectual achievement.  Imagine the kind of world youÕd like to live in and create it -- beginning with this class.

 

FIRST AMENDMENT

Congress shall make no law respecting the establishment of religion of prohibiting the free exercise thereof; or abridging freedom of speech or of the press; or the right of the people peaceably to assemble to petition the government for redress of grievance

 

 

RESEARCH PAPER

A short paper (4-6 pages) on an approved topic in some area of broadcasting will be due on Mon. Apr. 7.  Schedule for the paper follows:

            Fri. Jan. 30                   Proposed topic due.

 

            Fri. Feb. 6                    Works Cited, Part I due. 

Part I involves a search of on-line data bases of library resources.  This search does not include Web pages, but should reveal journal and newspaper articles. 

            Wed. Feb. 11               Works Cited, Part II due.

Part II involves a search of Web pages and book holdings                                                                       in Kelly Library.

 

            Fri.  Mar. 26                  Rough draft due.

Include, topic, outline, source citations and works cited page.

Handwritten is acceptable for the rough draft.

 

            Mon. Apr. 5                  Final Paper Due Ð in both paper and electronic formats.

Include topic page, outline page, and sources.

Be sure all information derived from another's work is cited.  Your paper should have at least one citation in every paragraph.  An above-average paper will have more.

Here is more information describing the requirements for an ÒAÓ paper.  The disk version of your research paper allows your source citations to be easily checked.  Be very sure to type in the URL addresses correctly.  If they donÕt link, the presumption will be that they do not exist.

PAPER SOURCES

-- Your paper should include at least one book. 

-- You should cite several articles from journals and magazines.  Journal and magazine articles should be current or very recent and you will find them from on-line data bases available from the Kelly Library Home Page.  These resources include the following: 

Expanded Academic Index, a general index to scholarly journals and popular magazines in communications with citations and abstracts.  The full text of many articles is available online. Coverage is the current year plus the three most recent years. There is also access to a backfile that has coverage from 1980.

FirstSearch --The FirstSearch database integrates over 60 different databases, including journal indexes, book and government document catalogs. See the Alphabetical List for descriptions of each database. FirstSearch databases are identified with an FS.

                                    LEXIS-NEXIS Academic Universe -- Offers online access to the full text of current and back issues of major newspapers, journals, newsletters, and news sources from around the world. It also has the full text of legal materials such as court cases, legislation, statutes, regulations, law reviews and more.

            -- Newspapers are excellent sources of recent information that has not had time to be covered in journal articles or books.  Include as many appropriate current newspaper sources as you can find in your paper.

The New York Times (FS) --Citations and abstracts to the New York Times. Covers international, national business and New York regional news as well as science, medicine, arts, sports, and lifestyle news. Coverage begins in 1994.

 

Other data bases for regional newspaper.

-- Your paper can benefit from some use of information from web pages.

Be very careful in citing Web pages because all Web pages are not sources of reliable information.

GRAMMAR AND CONTENT

Papers with grammatical errors will be penalized.  Comma splices are especially offensive.  College-level work is expected to be free of misspellings and grammatical errors.  Additional criteria for an "A" paper in this class include:

1.  The overall paper should represent logical thinking, a clear purpose, and fully developed paragraphs.

2.  Proper use of punctuation, including possessive apostrophes and quotation marks.

Pay special attention to its vs. it's, their vs. there, and your vs. you're.

3. Paper should be free of misspellings.

4. Research should reflect current information, cited properly.

5. Strive for an overall neat, professional appearance to your paper.

PLAGIARISM.   Plagiarism includes using the words or ideas of others without acknowledgment.  Because it is considered literary theft, it is grounds for failure.  Be very careful to cite sources accurately.  Be very precise in use of direct quotations.  When paraphrasing, you must use your own style. Changing a few words or rearranging words is not enough.  Generally, for the type of work you will be doing, each paragraph should have at least one citation.  If you are found to have used the work of others without proper citation in this class, whether intentional or accidental, you will receive a failing grade on the paper and possibly in the class as well. Please note that the college community in general is focusing more intently on plagiarism violations. If you have questions about how to prepare college-level papers, please discuss this problem with the instructor as soon as possible.

CURRENT EVENTS.    Students are expected to read newspapers and watch the news to remain abreast of current events and issues that may relate to this course.

RESPONSIBILITIES REGARDING EQUIPMENT

Believe it or not, there are some students who occasionally pass through Emory & Henry who are not considerate of others, and once in a rare, rare while those students show up in Mass Communications classes.  Surely, there will be no one like that in this class.  However, just to encourage responsible use of equipment, some consequences will be established.  Do not let other students have access to video equipment or the video lab.  Those who do will be penalized by a Ò0" for the project under assignment.)  

Simply put, there are more students than equipment in this class, which means that everyone will have to make a special effort to return equipment promptly.  Procedures are clearly established for signing out equipment and the one rule is simple:

--          Sign your name on the color-coded board when you take equipment and write when the equipment will be returned.  Then, be sure to return it as indicated.

Those who do not follow procedure or who keep equipment in their rooms or cars overnight are subject to a grade penalty.  Grade on the news package assigned will be lowered by one letter when equipment is not returned after the shoot or is not signed out properly.  Under special circumstances, discuss exceptions with the professor.

NO REMINDERS                      Assignments on your syllabus are due as listed.  Do not expect to be reminded of them or asked for them on the day they are due.  Leave them on the instructor's desk or place them under my office door by the beginning of class time on due date. 

GRADES

Tests                25%                 Scale:  A: 90‑100

Paper               25%                             B: 80‑89

Exam               25%                             C: 70‑79

Daily                 25%                             D: 60‑69

 (attendance, quizzes, news reports, and class participation)

Citing online sources.

            1.         Online book    Include all available information required for printed books  followed by the date and access and the URL.

 

            2.         E-mail              For correspondence received via electronic mail, include the author, the subject line (if any) in quotation marks, and the work ÒE-mailÓ followed by the recipient and the date of the message.

 

                        Schubert, Josephine.  ÒRe:  Culture Shock.Ó E-mail

                                    To the author.  14 Mar. 1998.

 

            3.         Other online sources  For other materials accessed online, cite them as you would otherwise, including identifying labels where necessary.  End the citation with the access date and the URL.

 

                        ÒNo More Kings.Ó  Animation.  America Rock.  Schoolhouse

                                    Rock.  ABC.  1975.  16 Mar. 1998 <http://

Genxtvland.simplenet.com/SchoolHouse Rock/song.hts?hi+kings>.

            4.         Web Site Home page.

Name of author or creator (if given).  Title of Web site. (If no title is available, provide description such as name of site plus Home Page, neither underlined nor in quotation marks.) Name of any institution or organization associated with the site.  Access date. <URL>.

Examples:

Gesterland, Richard.  WorldBiz.com Page.  Retrieved 1 May 2001 http://www.worldbiz.com/.

 

Edmunds.com. Home Page. Retrieved 28 Apr. 2000 <http:É>.

 

Business Ethics Resources on WWW. Center for Applied Ethics. Retrieved 2 May 2001 <http://É>.

 

            5.         A web secondary page.

Name of author or creator, if available.  ÒTitle of topic or articleÓ (if given). Title of page  (if named).  Name of any institution or organization associated with the site. Latest update (if given).  Access date <URL>.

Anderson, Greg. ÒCan the Trooper Stand?Ó Edmunds.com.  Retrieved 12 Mar. 2001 <http:É>.

 

ÒPrivacy.Ó Media Awareness Network. Updated Nov. 1999.

            Retrieved 2 May 2001 <http://É<.

 

 

           

 

           

Tentative Course Outline

Spring 2004

Wed. Jan. 14                           Course introduction and discussion of paper topics.

                                                Discussion of course standards.

 

Fri. Jan. 16                               Chapter 2 -- Radio to Television

 

Mon. Jan. 19                            Listening assignment due from Golden Age of Radio

Turn in a one page description of the radio show you listened to, including the title of the program, a short description of the plot, and a couple of paragraphs evaluating the program.

 The library has dozens of old tapes to choose from, including Amos nÕ Andy, Burns & Allen, Abbott & Costello,  Fibber McGee, Green Hornet, The Shadow, and others.

Homework Assignment: Using your reading in the text as background, plan the beginning of a radio station in 1925: What do you need regarding equipment and personnel?  Where will your station be located?  Who will you employ?  How will you make money?  Prepare for class presentation, not to turn in.

 

Wed. Jan. 21                           How were the problems of early broadcasters solved?

What was the role of the Radio Act?  The Freeze?

                                                George Hayward Ð transatlantic cable

 

Fri. Jan. 23                               Final discussion of chapter 2.

                                                Tell the story of radio and television.

 

Mon. Jan. 26                            Chapter 3 Ð Cable

                                                Clarify three types of networks: cable, satellite, broadcast

                                                Note upcoming assignments.

 

Wed. Jan 28                            More cable discussion Ð paper topics due Monday.

                                                30 min. of listening to talk radio

                                                WABN-FM or 980 AM

                                                Supertalkwfhg.com: Savage, Boortz, OÕReilly

 

 

Fri. Jan. 30                               Last day of cable discussion

Research paper topics due.                      

Radio listening summary due.

                                                30 min. of network news watching assignment.

                                                ABC, CBS, or NBC at 6:30 p.m.

 

Mon. Feb. 2                             Chapter 4 -- How Electronic Media Work

                                                Network news summary paper due.

 

Wed. Feb. 4                             Chapter 5 --  Digital Revolution

 

Fri. Feb. 6                                Works Cited, Part I due -- typed, including TOPIC.

                                                See first part of syllabus re: instructions.

Search electronic databases other than Web pages.

Use either MLA (taught in ENG 101) or APA citation style.

Not using a proper citation style will mean a grade no higher than a ÒC.Ó

Note the upcoming change of texts.

 

Mon. Feb. 9                             Test #1.  Head, Chapters 1-5

                                                Note the upcoming change of texts.

 

Wed. Feb. 11                           Keller/Hawkins, Chapter 1 -- All About News

                                                Assign beats.

Works Cited, Part II due -- typed, including TOPIC.

                                                See first part of syllabus re: instructions.

Search Web pages and library holdings.

Use citation style shown in this syllabus.

Not using a proper citation style will mean a grade no higher than a ÒC.Ó

                                               

Fri. Feb. 13                              Keller, Chapter 3 Ð Establishing News Sources

 

Mon. Feb. 16                           Keller, Chapter 5 --Storytelling

Review reporting schedule.

 

Wed. Feb. 18                           Winter Forum

                                                Campus story #1 due Ðrefer to syllabus for format

Remember to keep stories in your folder to turn in on the last class day.

 

Fri. Feb. 20                              Keller, Chapter 6 Ð Writing Broadcast Style

                                                Discuss upcoming listening assignment for NPR & PBS

 

Mon. Feb. 23                           More broadcast style.

                                                Campus story #2 due on assigned day.

Remember to keep stories in your folder.

 

Wed. Feb. 25                           Test #2.    Keller 1,3, 5, 6

                                                Note change of texts.

 

Fri. Feb. 27                              Head, Chapter 6 -- Commercial.

Discuss NPR listening and PBS watching assignment

due Mon. March 17

 

Mon. Mar. 1                              Campus story #3 due on assigned day.

More discussion of commercial broadcasting.

                                                Edit demo for radio Ð sign up for times.

 

Wed. Mar. 3                             Final discussion of commercial broadcasting.

 

Fri. Mar. 5                                 Listening assignment due: NPR Morning Edition or All Things Considered.  89.5 WETS or 91.9 WVTF.

Programs begin at different times on different stations.

Generally,  All Things Considered begins at 4:00 p.m. and Morning Edition begins at 6 or 7 a.m.

Watching assignment: 30 min. of Jim Lehrer at 7:00 on PBS each weekday evening.  Due after break.

Edit training.                            

Mon. March 8                           Spring Break

Wed. March 10             Spring Break

Fri. March 12                            Spring Break

Mon.   March 15                       Summary paper for PBS assignment due.

Campus radio story # 4 due on assigned day.

Chapter 7 -- Noncommercial

 

Wed. Mar. 17                           Noncommercial discussion continues.

                                                Discuss editing

                                                                                               

Fri.  Mar. 19                              Chapter 8 Ð Programs and programming.

 

Mon.   Mar. 22                       Campus radio story # 4  -- edited with soundbite Ð on assigned

                                               day. You will edit your story and save as directed.                                

 

Wed.  Mar. 24                          Chapter 9 -- Programs: Network, Syndicated, Local

 

Fri.  Mar. 26                              ROUGH DRAFTS DUE -- Refer to first part of Syllabus for instructions.

                                                                                   

Mon. Mar. 29                            Edited campus radio story # 5 due on assigned day.

Test # 3.  Head, Chapters 6-9.

Note upcoming change of textsÉ.

 

Wed.  Mar. 31                          Shooting Videotape -- Sign up for equipment training and editing demonstration.

Keller/Hawkins, Chapter 7 Ð Composing the Shot

 

Fri.  April  2                               Keller, Chapter 8 Ð Shooting Video:  Deciding What to Shoot

                                                Sign up for editing times.

 

Mon. Apr. 5                              Edited campus radio story # 6 due on assigned day.

                                                Research papers due!!!

Source citations should be plentiful and accurate.  Paper includes a title page, outline, and works cited page. Review requirements in Syllabus introduction.  Turn in a hard copy and a copy on a floppy disk, labeled with paper topic and your name.  Remember that URLÕs that donÕt connect will be presumed not to exist.  Remember that plagiarism is a failing offense, whether intentional or accidental.

Wed. Apr. 7                              More about shooting and editing.

 

Friday, April 9                         Easter Break

Monday, April 12                     Easter Break

 

Wed. Apr. 14                            Chapter 10 -- Ratings.

 

Fri. Apr. 16                               Mass Comm. Day Ð Dinner TBA

                                                More about ratings.

Editing due: Wide, medium, tight, voice and nat sound.          

                                               

Saturday morning workshops for Mass Comm. Day at 10:30 a.m.

 

Mon. Apr. 19                            Story #7 as assigned.

 

 

Wed. Apr. 21                            Chapter 11 -- Media Effects

Editing due: video, nat sound, narration, soundbite/actuality.

                                               

Fri. Apr. 23                               Campus radio story # 8 due on assigned day.

More about media effects.

 

Mon. Apr. 26                            Chapter 13 Ð Constitutional Issues

 

Wed. Apr. 28                            More about Constitutional Issues

 

Fri. Apr. 30                               News packages due on edit tape in video lab.

Turn in scripts in class.

                                                                    Splices etc.

Comma splice.  A comma splice is when two or more independent clauses are joined with a comma.  Another way to say it is that two sentences have been linked by a comma.  Do not carelessly link two sentences with a comma.  It is considered a serious grammatical error.

Following are examples of splices and related grammatical errors taken from student work:

-- Ted Turner responded by saying that CNN's war coverage has the Big 3 broadcast networks "between Iraq and a hard place," and that he doesn't really care what happens to the ratings, he just wants the war over as quickly as possible.

-- I understand that much of our information is being censored by governments, however that is not an acceptable reason to allow the current style of reporting to prolong.

-- This could help eliminate some of the foreign competitors, allowing more jobs in the telephone manufacturing industries.  A problem Hollings has been concerned about.

-- Some said Saddam Hussein was a madman some said he wasn't.

Four ways to correct comma splices.

1.         Make two sentences.

2.         Make a compound sentence by using a coordinating conjunction. 

(And, Or, But, Nor, sometimes For)

Use a comma before the conjunction.

3.         Make a complex sentence by forming a dependent clause.

Dependent clauses are introduced with a subordinating conjunction.  Examples of subordinating conjunctions:

after                             since

although                      that

as                                though

as if                              unless

as though                    until

because                       when, whenever

before                          where, wherever

if                                  while

 

4.         Join with a semicolon.   (Not usually the best idea unless sentences are short with closely related ideas.)

Radio News Story Style and Format

 

Example of a newspaper story

 

 

            A federal survey shows the number of meals served in public schools has dropped 18 percent in the last 18 months as more families send sack lunches to school with their children.  The decline in the number of full price lunches has averaged nearly 12 percent, according to the survey, while the decline in the number of reduced-fare lunches has averaged 27 percent.  Officials attribute the fall-off in total number of lunches served to a 25 percent increase in the cost of full-price lunches, which have been raised from 60 to 75 cents, and to a 400 percent increase in the cost of reduced price lunches which have jumped from 10 cents to 40 cents in the last 18 months.  All increases are attributed to cutbacks in federal subsidies for school lunches.

 

 

_____________________________________________________________________________

 

Broadcast style

 

 

School lunches

Keller

September 8, 1998

 

            A federal survey shows parents are fighting cutbacks in government lunch subsidies with the brown bag.  Officials say low- income families have been hardest hit by reduced-price lunches that cost 30 cents more than they did a year and a half ago Ð an increase of 400 percent.  Families who can pay the full cost of meals spend 15-cents more per lunch than a year and a half ago Ð for an increase of 25-percent.  Nationally, the survey shows that sack lunches have replaced nearly one hot school lunch in five.

 

                                                                                    ######

Edited Radio Package -- Script style and format

 

Student Media (The Slug)

Keller

Jan. 16, 2004

 

 

The Emory & Henry Student Government is examining whether campus media should operate independently or under student government control.  A media commission will give a report to the Student Senate in March.  Junior Ashley Smith is chairing the commission.

WeÕre looking at what other schools do, and the idea of an independent media is a common model.  Some people, however, donÕt like the idea of change and think the current system of government control works fine.

 

The Commission includes representatives from a variety of academic programs and from several administrative offices, including the office of the President.  Teresa Keller --WEHC News.

* Teresa Keller reporting for WEHC News is the Standard Outcue.

The lead-in is the sentence before the soundbite which lets the audience know who is speaking and gives additional information that establishes the credibility or prepares the audience for the comment.

 The slug is the short, one or two word title of the story. The slug should give some meaningful indication about the story content.  The top left corner of the page should list the slug, name, and date.

The soundbite is the section of the interview (the bite) that you choose from the full recorded interview to edit into the package.  A package can have more than one soundbite.

The tag is the part of the narrated part of the story that comes after the soundbite and before the outcue.

The package is the complete edited story that includes reporter narration, the soundbite, the tag, and the outcue -- all recorded and edited together into a package.

 

Edited Video Package -- Script Style and Format

 

Slug

Name

Date

 

ANCR ON CAM                                                            WRITE A LEAD-IN FOR YOUR OWN STORY THAT THE NEWS ANCHOR WILL READ.  THEN SAY THAT EMORY AND HENRY BROADCASTING STUDENT JOHN DOE REPORTS . . .

ENG PKG                               

    Time: 1:17

       SOC                                                                                       Write out the content of your news story here. You will use the script to record the narration and the news anchor will know the content in case something happens during the newscast and he/she is required to summarize your story.  The written script also provides a record of your story for the files.  Your script will probably appear in closed captioning.

      When you get the soundbite, skip a line or two and indent.  Include the entire content of the soundbite. News director Jane Karsky says this format serves several purposes.

 

 

Super:  Jane Karsky

KCTV News                                                      Indent and put the content of the soundbite here.  Skipping lines makes it easier for production people to keep track of the story so they can put up the supers.

 

Continue your script here with a bit more important information and then include your standard outcue which is something like ÒJohn Doe -- WEHC News.

            .

Mass Communications 260 Study Guide 

Head, Broadcasting in America

Chapters 2 & 3:  From Radio to Television and Cable

1.         Review the history of major developments in radio, television and cable.  How did networks develop?

                                    Be sure you understand the new technologies in the context of a time line of major

                                    events in American history.  What kinds of programming do you see as you surf through the channels of your cable station?

2.                                 Be able to name and describe the key people in the development of radio and television.

3.                                 How has AM radio transformed from it s golden years in the 1930s and 40s to its struggles to survive by the 1950s and 60s?

4.                                 How did FM radio begin and what struggles did it face before it became a dominant radio force?

5.                                 What have been the major regulatory events in electronic media?  Why were they significant?

6.                                 For each medium (radio television, and cable), review how it grew once it was well-established.  Did change in regulations have anything to do with any growth or decline?  How does each medium stand today and what are the prospects for the future?

7.                                 What are domsats and superstations?

 

Chapter 4 Ð How Electronic Media Work

1.                                 Do you understand basic principles of the electromagnetic spectrum and how broadcast signals work? 

2.                                 Do you understand basic differences between AM and FM?  Satellite? 

3.                                 What is the wave propagation and how does it relate to direct, ground and sky waves?

4.                                 Explain the basics of digital vs. analog? 

5.                                 What was the timeline progression of film to videotape to digital?  How does it fit into a timeline of American history?

6.                                 How does a cable system work?

Chapter 5ÑRecording and the Digital Revolution

1.                                 What is terrestrial broadcasting?

2.                                 What are satellite relays?

3.                                 Explain analog sound and video recording.

4.                                 Explain digital sound and video recording.

5.                                 What is HDTV?  What is NTSC?

Chapter 6 Ð Commercial Broadcasting

1.                                 What are the basics of commercial broadcasting?  The relationships of networks and affiliates?  Advertising basics and different kinds of commercials?

2.                                 What is the difference between a broadcast station and a broadcast network?

3.                                 What is the relationship between a network and its affiliates?

4.                                 Explain the differences between group ownership, a network, and a network O & O.

5.                                 How does a cable network compare to a broadcast network?   (continues)

6.                                 Differentiate between commercial announcements, public-service announcements, and station Ids.

7.                                 What factors influence how much media charge for advertising?

8.         How does cable revenue differ from broadcast station revenue?

9.         What is vertical integration and how does it apply to media?

Chapter 7 -- Public Broadcasting

1.         Know the origins of ÒpublicÓ broadcasting beginning in AM radio, through reservation of channels etc. 

2.         Role of Carnegie Foundation in public broadcasting.

3.         Differences and roles of CPB, PBS, NPR, APR, PRI

4.         Trends in ownership of public television stations

5.         Significance of WGBH

6.         The major sources of funding for public broadcasting

7.         Types of public television programs

8.         Garrison Keillor

9.         The value of public broadcasting

10.       Understand the controversy over government funding of public broadcasting, including          being able to cite several reasons for and against.

Chapter 8 -- Programming

1.         Explain audience targeting and give examples

2.         Explain the parsimony principle and give examples

3.         Explain deficit financing and give examples

4.         Syndication and how it works

5.         Define and explain Syndex and Fin/syn. Give examples.

6.         Who produces syndicated programs?  Give examples.

7.         What is the Lowest Common Denominator as it relates to programming?

8.         Explain the programming strategies of bridging, hammocking, blocking, stripping, and counterprogramming.

Chapter 9 -- Program types.

1.         Define and explain syndication, including the two major types.  Give examples.

2.         What is Barter Syndication?

3.         What are the major sources of programs for broadcast and cable networks?

4.         What is Syndex and Fin/sin?

5.         What is block programming?

Chapter 10 Ð Ratings

1.         What are the roles of Nielsen and other rating services?  How do they work?

2.         How do people meters work and how do they compare in effectiveness to the diary method of gathering data? 

3.         Explain random sampling and sampling error.

4.         What is the difference in rating and share?  What is a HUT level?  Be able to do simple calculations to determine ratings and shares.

5.         Who pays for ratings information and why?

6.         Be able to make simple ratings, share, and HUT level calculations.

 

Chapter 11 -- Effects

1.         Be familiar with the development of effects research, including techniques for research such as survey, content analysis, and participant observation. What are the theories related to cultivation, desensitization, and sanitization?  What is socialization?

 2.        Be able to discuss evidence that media effects are both powerful and limited. What is the magic bullet/hypodermic needle theory of media effects?  What is selective exposure, sective perception, and the boomerang effect?  What is congruence theory and what does dissonance mean?

3.         Be able to discuss news coverage and its effect on audiences, including the concepts of gatekeeper, reporter, videographer, assignment editor, prestige, pseudo events, and agenda setting.

4.         How much of an impact do political messages have on audiences?

5.         What stereotypes are prevalent in television entertainment and what effect do they have on the socialization of children?  What evidence can you cite for your answer?

6.         What impact does advertising have on children?  What evidence can you cite for your answer.

 

Chapter 12 Ð Regulation

1.         Be familiar with the major communications legislation: Federal Radio Act of 1927, Communications Act of 1934, Telecommunications Act of 1996.

2.         What is the FCC and what are its primary responsibilities?

3.         Who owns radio and television channels, stations, frequencies?

4.         What is a contested license?  A comparative renewal?  A petition to deny?

5.         What broadcasting content is regulated?

6.         What is a cable franchise and how does a company obtain one?

7.         What is deregulation and give some examples?

8.         What is the Òmarketplace of ideasÓ as it relates to broadcast regulation?

 

Chapter 13 -- Constitutional Issues

1.         What is the philosophy behind free speech and expression in this country?  How does the marketplace of ideas concept relate to this philosophy?

2          What are the three major reasons that the government regulates broadcasting in a way that print media are not regulated?

3.         What does the government require regarding political advertising and advertising opportunities for candidates?

4.         Why does the Times v. Sullivan case give enormous protection for the media?  When does the case apply?

5.         The government has historically forbidden monopolies of all sorts -- including media monopolies. Explain several reasons that media monopolies could be harmful.

6.         What is the difference between broadcast indecency and obscenity?

Study Guide for Keller/Hawkins

Review Key terms in each chapter.

 

Chapter 1 Ð All About News

1.         What are characteristics of mainstream media?

2.         What are characteristics of non-mainstream media?

3.         How might a reporter ask a question in a way that would result in slanted news coverage?

4.         What are ways that the media fulfills the ÒwatchdogÓ role on government?

5.         How does a news organization build its credibility?  How does an individual reporter build a credible reputation?

6.         What are strategies a reporter might use to be fair and objective and accurate?

7.         ÒAccuracy in fact and in context,Ó what does this phrase mean to a journalist?

8.         Describe the four standards for journalists outlined in BrillÕs Content magazine.  Why are they important attributes for a news organization to embrace?

9.         What are key news values on which reporters base their storytelling?

10.       What does it mean to localize a story?  Give examples.

11.       Explain and discuss the requirements for objectivity, fairness and accuracy in news.

12.       List, define and explain the characteristics of news.  Be able to give examples of each from current events.

13.       Explain the importance of news in our society.

 

Chapter 2 Ð The Television Newsroom

1.     How are the roles of the producer and the assignment editor different?

2.     What are the fundamental requirements for someone who aspires to be a reporter?

3.     Describe how a reporter can cultivate a healthy skepticism in her approach to Why is it important for a reporter to be organized?

4.     Why is it important for a reporter to have a strong sense of ethics?

How does the need to make a profit change the business of gathering and reporting 8.            What are the six key requirements of the Radio-Television News Directors A difficult challenge for reporters is in reporting on political races when the opponents make heated accusations about each other.  For example, one politician may say, ÒMy opponent will raise your taxes.  I will work to allow citizens to keep their hard-earned money.Ó  Why might reporting this accusation present a problem?

10.       Name and describe the primary newsroom positions.

11.       Name, describe and discuss contemporary newsroom issues.

12.       Explain the concept of Òconflict of interestÓ as it relates to reporters and friends.

 

Chapter 3 Ð News Sources

1.     What are the three most basic sources of information for a reporter?

2.     Can you always rely on your own observation of an event?  Why or Why not?

3.     How can you confirm your own observations or eyewitness accounts of an event?

4.     Describe key skills you will need in order to encourage a source to speak with you:

5.How does a relationship begin with a new friend?  How would that be alike or different from beginning a relationship with someone you see as a news source?

6.         What are four different types of motivation for speaking that you might suggest to a source?

7.         What are key steps in preparing for an interview?

8.                                                         8.         How can Òplaying dumbÓ in an interview situation work for you?

9.99.9                                                  When is an Òambush interviewÓ appropriate and how does a reporter incorporate 10.   Can you think of ways to convince people to talk to reporters that were not mentioned in the text?

11.       When is it acceptable to depend on one source for information and when would a reporter need to verify information from more than one source?

12.       Give a broad overview of how reporters find and develop sources.

13.       List a variety of motivations that can get sources to talk.

14.       Define and discuss the need for ground rules and source agreements, such as a sourceÕs request that information be Òoff the record.Ó  What problems might arise if the reporter and source do not establish the ground rules for their conversation.

15.       Define shield laws and discuss why reporters believe they are necessary.

16.       Give advice for conducting a successful interview.

17.       List, discuss and give examples of a variety of interview strategies.

18.       What does a reporter need to remember related to how to conclude an interview.

 

Chapter 4 Ð Using Public Records

 

Chapter 5 Ð Storytelling and Writing for Broadcast

Chapter 5 ÐStorytelling

1.         What are the five WÕs and why are they vital to a story?

2.         Define and give an example of finding the ÒangleÓ to a story.

3.         Name, define and give examples of the six types of leads.

4.         Name, define and give examples of three ways to develop a story.

5.         What is an echo lead in to a soundbite and why should they be avoided?

6.         List and explain five reasons to use a standup.

7.         Discuss the reasons the How do you feel? Question can be so problematic for 8.            Name, define and give examples of the five ways to end a story.

9.         What does it mean to Òwrite to the sound biteÓ?

10.       What does it mean to personalize a story?

11.       What are the 5 WÕs and why are they vital to a story?

12.       Define and give an example of finding the ÒangleÓ to a story.

13.       Name, define and give examples of the six types of leads.

14.       Name, define and give examples of three ways to develop a story.

15.       Discuss the reasons the How do you feel? Question can be so problematic for reporters and explain ways to get around the problem.

16.       Name, define and give examples of fie ways to end a story.

 

Chapter 6 Ð Broadcast Style

Chapter 6 Ð Broadcast Style

1.         Give a grammatical explanation of how it is that many contemporary reporters write their broadcast stories without verbs.

2.         Explain each of the following verb tenses and be able to give examples of them in a sentence:  present tense, past tense, continuing present tense, present progressive tense.

3.         Define, explain and give examples of what your text describes as distorted present tense.

4.         Be able to define and give examples of active voice and passive voice.

5.         Explain attribution and explain when it is necessary.

6.         Demonstrate an ability to use titles before names with proper punctuation.  Be 7.            What are the rules for when you use numerals versus when you write out words for numbers?

8.         How do you write scores, times, and dates?

9.         Explain guidelines for using abbreviations and acronyms in broadcast style writing.

10.       When should the name be delayed in a story?

11.       Give a grammatical explanation of how it is that many contemporary reporters write their broadcast stories without verbs. 

12.       Explain each of the following verb tenses and be able to give examples of them in a sentence:  present, past, continuing present, present progressive.

13.       Be able to define and give examples of active voice and passive voice.

14.       Explain ÒattributionÓ and explain when it is necessary.

15.       Discuss whether names are necessary in a story and when they should be avoided or delayed.

16.       Be able to use titles before names with proper punctuation.  Be sure you understand the punctuation necessary when titles follow names.

17.       What are the rules for when you use numerals and when you write out the words for numbers?

18.       How do you write scores, names and dates?

19.       Explain guidelines for using abbreviations and acronyms in broadcast style writing.

20.       What is the purpose of a lead-in to a soundbite and what guidelines should you follow in writing a lead-in.

 

 

Chapter 7 Ð Shooting Video

            1.         Explain the different level of responsibility that goes with the titles videographer/photographer vs. photojournalist. Why are news photographers resentful of the term cameraman or camerawoman.

2.         Explain the interaction of the Z-principle and the rule of thirds.

3.         Consider the idea of including action in an interview, such as the artistÕs talking while painting or the police officer giving information to the reporter and camera while pulling up crime scene tape.  When is it a good idea?  When would it be distracting?

4.         Inexperienced photographers often feel the need to move the camera.  Explain why pans and zooms should, instead, be held still and explain when pans and zooms are necessary.  When are they acceptable?

5.         Explain the concept of visual entrance as it applies to leading lines.

6.         Explain balance and symmetry.

7.         What should the photographer do when there is too much light behind a subject?

8.         When would it be appropriate for a news photographer to use three-point lighting?

9.         What are the advantages of wireless mics?

 

 

Dub Instructions

 

 

1.              Put the tape you want to copy in the Play Deck.

Cue the tape to where you want to begin copying.

 

2.              Put the tape you want to copy to in the Record Deck

Cue the tape to where you want it to begin.  Be sure not to record over anything valuable on the tape.

 

3.              Choose ASSEMBLE on the edit controller under edit mode.

 

4.              Make sure audio levels are set appropriately.

 

5.              Push RECORD and PLAY on the edit console for the Record Deck.

 

6.              Push PLAY on the Play Deck.

 

7.              Let both machines run until the footage you want is copied onto the tape in the record deck.

 

8.              De-select assemble under edit mode.

 

 

 

 

*Note.  Dubbing a story or a tape is only appropriate when you can copy the entire piece: story or tape.  As you dub, you create a new control track and you break it when you stop the tape. The practical result is that the tape will jump and shake a little where you begin and end the dub.  Generally this doesnÕt matter for home viewing, but is inappropriate for resume tapes.

            You cannot edit in assemble mode because your control track is destroyed and a new one initiated each time you start or stop the tape. Editing requires a stable control track. 

 

Instructions on editing L-cuts

 

 

            An L-cut allows you to see and hear the interviewee slightly before the soundbite begins at full volume.

 

 

1.              Narration is recorded on Audio 2.

2.              Cue tape up to end of narration at the point where

you want the soundbite to begin.

Reset the counter to zero on the record tape

3.              Cue up the soundbite in the play deck

4.              Reset counter to zero on the play tape at the point selected in Step 4.

5.              Reset edit mode to video and Audio 1.

6.              Back up the record deck two seconds or to desired location.

7.              Back up the play deck the exact number of frames used in Step #6.  For example, if the record deck counter reads        minus -02:05 (two seconds and five frames), back up the play deck to  -02:05.

8.              Set in points on both decks.

9.              Set an out point as desired on either play or record deck.

10.           Practice the edit in preview so that you bring the soundbite from nat sound level at the beginning of the edit to full sound at the 00:00 point.  If desired you can pull the audio level back down to nat sound level at the end of the soundbite and let the video continue for a second or two.

11.           Reset audio level to nat sound point.

12.           Auto edit and adjust levels based on Step 10.

13.           Remember to reset edit mode to Audio 2 if you plan to lay more narration.

Editing a Nat Sound Open or a Nat Sound Break

I.          A nat sound open

 

1.         Select A1 and V for edit mode.   Choose 3 or 4 seconds of the nat sound open that you want.

 

2.         Set an in point on both play and record deck.

 

3.         Set one out point, but be sure to let the video and nat sound last long enough for a a second of nat sound followed by a bit of the video and nat sound with narration underneath.

 

4.         Preview and listen for the point where you want the nat sound level to go down and narration to begin.  Practice pulling the nat sound level down at the appropriate point during the Preview.  Remember that your video and nat sound will continue past the beginning of your narration.

 

5.         Auto Edit and pull nat sound level down as practiced.

 

6.         Review and find the point on the record tape where the nat sound level goes down. Hit reset to get 00 on the counter and then set in point there for where your narration will begin.

 

7.         De-select A1 and V and Select A2.

 

8.                                             Practice narration levels with record deck in stop.  Your nat sound leve will be low and your narration level should be quite healthy, as in a needle bouncing around a vertical position.

 

9.         Set in point on dummy tape.

 

10.       Auto edit and record narration.  Take in breath and be ready to speak at 00:00

            Preview.  If the levels arenÕt good, do it again.

­­­­­­­­­II.         Nat sound break editing

 

1.         At the end of the narration where you want a nat sound break, change edit mode to A1 and V.

 

2.         Set in point on record deck.

3.         Set in point on play deck.

 

4.         Check the level of the nat sound you want.  It should be a full sound but wonÕt require as much level as your narration to sound equivalent.

5.         Set out point.  You might want to consider letting the nat sound and video continue with a lower audio level as in a nat sound open.

6.         Preview and Auto Edit.

 

7.         De-select A1 and V.  Choose A2 and set a new in point for narration to begin.