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This  work  is  licensed  under  the  Creative  Commons  Attribution-­‐NonCommercial-­‐NoDerivs  3.0  Unported  License.  To  view  a   copy  of  this  license,  visit  http://creativecommons.org/licenses/by-­‐nc-­‐nd/3.0/.   Inside  


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Editorial

 

What  It’s  All  About  

“The Journalism Times” is a newspaper established to bring insight to those who are interested in the major and the career field of journalism. The direct target is towards incoming freshman at the University of Denver or anyone at DU thinking about declaring journalism as there major. Before doing so, you may be wondering what journalism is, or more specifically what does it take to major in journalism. In short, it takes a lot of good writing. This newspaper is your guide to journalism and the excellent writing you will have to do to achieve your goal of becoming a journalist. To begin, the Overview section of the paper is a very brief introduction to the following five sections: Sports, Careers, Style, People, and Learning. The reason these sections have an introduction is because they were each created with visual appeal in mind. They are to be quick reads and guides in your understanding of journalism. Each has a specific task to inform the reader of a certain field or subject in journalism. If all else fails, these five sections should be your go to guide for help and insight in regards to writing and journalism. Although the mentioned five sections have their own introduction, here is a condensed version. The Sports section is four step process in covering a game or event in order to produce an article, interview, or broadcast in the realms of sports and athletics. The Careers section is a short list of


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some of the forgotten jobs that a degree in journalism can get you. Being a writer for a newspaper is not your only option. The Style section is a list of 11 key terms to keep in mind when writing a news story in hopes of getting it on the front page. The People section is just a quick go-to for looking up famous journalists to better understand the job. Last, is the Learning section, which is where you go to further your knowledge of journalism. The resources provided will help in research, writing, and journalism specific areas. Following the five is the section titled Interviews. The first part is an interview transcript from one of the journalism professors at DU. After the two-page transcript is a brief summary of the major topics discussed during the interview that should be known by the reader. What did not get included in the interview can be found in the summary. The second interview is with a journalism student at DU. Again, following is a brief summary of the entire conversation. The largest section of “The Journalism Times” is titled Local. It is the discussion of genre theory and the examples of genre found here at the University of Denver. From classroom genres, to student produced genres, and professor produced genres, it explores the differences in each. The reason for the text heavy discussion of genre is because it is one of the most important topics you should understand for any and all writing that you do, here at the university, as well as in your career. The final section is Opinion. This is a proposal I have in regards to changing an area of the journalism major and why it needs to be changed. It also includes how you the reader can help make this change. Throughout “The Journalism Times” there is a reoccurring feeling that there is not much of a connection between a journalism degree from DU and


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what you will be doing as a career. To better connect the two is the reason for the five visual sections as well as the reason behind the Opinion section.


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Inside Table  of  Contents   Overview 8 Sports 9 Careers 10 Style 12 People 14 Learning 15 Interviews 18 Local 24 Opinion 36

   


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Overview

An  Intro:  Sports/Careers/Style/People/Learning   You will find that most assignments given in a journalism class, especially at DU, may not look like any other kind of writing you have done. Here following, you will find quick tips for any writing that you may encounter in a journalism class. I have begun with the Sports section, which includes a diagram of the four necessary steps to successfully cover a sports game. Although this is a specific field of journalism, I find that it can be a good overview to other areas as well. Next I have the Careers section, which provides a visual of different job titles in the area of journalism that you may not be well aware of. The field is big and growing and these are a few of the interesting ones that tend to get forgotten but may be of interest to you. Continuing on is the Style section, which is a list of 11 key ideas to keep in mind when writing an article. These key terms help you style your article into a front-page story for all to see. The next section is called People, this highlights a few of the most popular journalists, past and present, in different areas of the career that I think would be helpful for you. Researching these successful journalists will help you find your way down the journalism path so that you can find success as well. Lastly, in the Learning section of the field guide there are three easily accessible sources with overviews of how to research how to write journalistically. Also there are some specific sources that may be helpful in the event that you write a piece in the field of sports journalism and other specific articles that help with journalism.


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Sports

Sports  Journalism:  Practice  Makes  Perfect          

Prepare  

Watch  

Ask  

Write  

             

•  Know  the  game  (i.e.,  rules)   •  Get  background  info  on  the  teams/players   •  Have  a  game  plan  (have  a  story  line  in  mind  before  hand)  

•  Keep  track  of  more  than  just  statistics   •  Make  note  of  plays  that  led  to  something  else  like  goals  or   injuries  

•  Create  questions  that  talk  about  speci\ic  plays  or  situations   •  Make  sure  you  know  what  you're  talking  about,  don't  make   assumptions  

•  Keep  a  notebook  \illed  with  observations  and  interviews   •  Write  the  story  of  the  game,  not  the  play-­‐by-­‐play   •  Know  that  your  angle  controls  which  details  to  use/omit  

 


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Careers Five  Forgotten  Jobs  of  Journalism        

   

 

Many enter the major of journalism believing that there are only two career options: to be either print or media news reporters. However this is a misleading belief. The area of journalism is constantly changing and growing to keep up with today’s technology and media heavy industries. With a degree in journalism, you will be a wellqualified candidate for any job writing related. Looking at journalism more broadly to include all things writing opens so many other doors than just news reporting per se. With a degree in journalism you could be a book editor, content producer, or public relations specialist to name a few.        


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Book   Editor  

-­‐evaluating   manuscripts   -­‐editing  text  

produce  the   ever-­‐changing   content  on   websites  

News   Serivce   Writer  

-­‐news   releases   -­‐institutional   publications   -­‐websites  

effectively   communicate   an   organization's   message  

Sports   Inforamtions   Director  

Content   Producer  

Public   Relations   Specialist  

coordinate   media   coverage  for   athletic   events  


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STYLE

Top  11  Trends  for  Front  Page  News     If you want your news to be seen and heard then your stories will have to be on trend. Out dated and last seasons news will not make the floor room cut. Stay current and on point with these 11 trends and your story will be sure to make the front page.   1.  Proximity  –  The  closer  an  event  takes  place  to  the  intended  audience,   the  more  important  it  is.  This  is  why  huge  local  or  regional  stories  might   not  make  the  national  news.     2.  Timeliness  -­‐  How  recently  did  the  event  unfold?  Timing  is  of  the   utmost  importance  in  today’s  24-­‐hour  news  cycle.  Recent  events,  or   events  in  the  making,  are  most  likely  to  lead  the  news.     3.Sensationalism  -­‐  Sensational  stories  tend  to  make  the  front  pages   more  than  the  everyday.     4.Prominence  -­‐  The  actions  of  prominent  people  are  much  more  likely   to  make  the  news  than  non-­‐public  figures.     5.Novelty,  oddity,  or  the  unusual  -­‐  Strange  stories  are  likely  to  find   their  way  into  the  news.  Dog  bites  man—no  story.  Man  bites  dog— story.     6.Negativity  -­‐  Generally  speaking,  editors  deem  bad  news  more   newsworthy  than  good  news.    


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7.Predictability  -­‐  Certain  events,  such  as  elections,  major  sporting   events,  astrological  events,  and  legal  decisions,  happen  on  a  predictable   schedule.  As  the  event  draws  closer,  it  typically  gains  news  value.     8.Unexpectedness  -­‐  On  the  other  hand,  events  like  natural  disasters,   accidents,  or  crimes  are  completely  unpredictable.  These  events  are  also   likely  to  have  significant  news  value.     9.Continuity  -­‐  Some  events,  such  as  war,  elections,  protests,  and  strikes,   require  continuing  coverage.  These  events  are  likely  to  remain  in  the   news  for  a  long  time,  although  not  always  as  the  lead  story.     10.Importance,  impact,  or  consequence  -­‐  How  many  people  will  the   event  impact?  The  more  people,  the  bigger  the  potential  audience  will   be.     11.Simplification  -­‐  Stories  that  can  be  easily  simplified  or  summarized   are  likely  to  be  featured  more  prominently  than  stories  that  are   convoluted  or  difficult  to  understand.  


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People

Prime  Time  Examples    

The history of journalism could not be discussed without the acknowledgement of some of the bestknown journalists. Their accomplishments are something to praise. Looking up any of these journalist’s biographies would give you an insight on how they got where they are. From the schools they attended, their first jobs in the industry, and their top final destination will be somewhat of an encouragement for you and your journalism career. They made through hard work and dedication, and so can you. Ba rbr a

einbeck t S n h o J T

va Sa lie ar

m

an

C ap

ot

Ernest Hemin gw

e

po ul o s

ge

Stephano

Ch

George

ru

e il R ’ lO B il

ly

ay

Wa lt e rs


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Learning

The  In’s  and  Out’s:  Journalistic  Writing  and  Research  

      General Resources •

 

Purdue Owl o http://owl.english.purdue.edu/owl/resource/735/01 / This website provides a basic understanding of what journalistic writing should look like. The overview includes key topics to focus on when writing, how to write in AP style, as well certain ethics journalists have to abide by. I would use this resource when first starting to write journalistically. It’s a good first step in understanding the “how to’s” and also the basics of AP style. It would be a good quick read through when writing to make sure you are on the right track.

Associated Press Stylebook o https://www.apstylebook.com o http://0www.apstylebook.com.bianca.penlib.du.edu/du_edu/? do=advanced_search This is an online AP Stylebook. Although you have to purchase it online, it will be of great use when you are doing journalistic writing. It will have every detail you need to know about writing AP style. There is also a way to retrieve this website through the University of Denver’s online library. AP Style is used for newspapers, editors, and reporters as a guide for grammar, punctuation and the principles and practices of reporting.


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Du Library o http://library.du.edu/site/ The online databases retrieved through the University of Denver’s online library are an excellent source for research. You can search for specific articles or through various databases using keywords. Based on your search, you will receive news articles, journals, websites, encyclopedias, and more.

Specific Resources •

News Writing Using Wiki: Impacts on Learning Experience of Student Journalists o http://0ehis.ebscohost.com.bianca.penlib.du.edu/ehost/det ail?sid=e816c34a-2a49-44fc-9371fdd4cfd8266e%40sessionmgr114&vid=1&hid=106&bdata= JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ufh&AN=35713711 This article provides insight on the process of news writing and the revisions involved. It is especially helpful to students because journalism allows for the journalist to generate, revise, and organize their own content, similar to Wiki.

For a Better Story, Trim Before You File o http://0ehis.ebscohost.com.bianca.penlib.du.edu/ehost/det ail?sid=e00bfd9d-ac19-4233-a191eb72f0ceed8b%40sessionmgr111&vid=1&hid=106&bdata= JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ufh&AN=24645865 This article focuses on the final product of journalistic writing. It describes the process of revising in order to make a shorter story, while still containing all the necessary information. Being a journalist involves having constraints, this helps you deal with them.


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A Game Plan For All-Star Sports Coverage o http://0ehis.ebscohost.com.bianca.penlib.du.edu/ehost/det ail?sid=4acd1610-f32a-4600-a95b642f6f3774d6%40sessionmgr198&vid=1&hid=106&bdata= JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ufh&AN=65073578 This article is aimed to provide tips on a more specific area of journalism, sports journalism. It includes a four-point approach on how to write a sports story as well as game coverage. If you are interested in becoming a sports writer or you want to cover DU’s hockey games this will be a quick read for learning how to do so.


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Interviews A  Brief  Transcript:  Professor  Handley    

LH: What is a brief summary of the classes you are teaching this quarter? RH: I’m teaching a class called “Media and Culture”, which is an introductory course here in the department that introduces students to the influences on media content and the way it is. Not just journalism but the entertainment media. So there are five series of influences which are the individual media worker, the needs to make money and what kind of constraints that places on what kind of content is produced, pressures from the outside like people complaining, government complaining, corporations complaining, and then the ideology of the values of the dominant values of the people who are actually producing the media. Or the ideologies that are produced by the media content through the economic structures. And then we talk about media representation. So we do an analysis of …I have all of my students write an original analysis of say like women in soap operas or men in soap operas, or race in music or images of women in music. A lot of the students are young women so they want to analyze representations of women in things that they have been paying attention to. So they have to write a paper about that, do an original analysis and then we go into what is called Media Ecology. This is the study of how society or relationships within society change when you introduce new forms of media. So obviously a society with the Internet and digital technologies will be a lot different than a society


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that doesn’t even have television. Its not just about the representations that have those kinds of effects on people but also if you just introduce new technologies to this world that will have effects on the society itself as well as relationships. But it also changes our brain structures when you introduce new media technologies to a society. And with that they have to write a paper about interviewing, they have to gather data where they interview people who are say there parents or their grandparents didn’t grow up with these new technologies, what do they think about these new technologies and how has that changed how they go about finding information or the impact that it has had on their own relationships. So they write a paper about that. The other class I am teaching is “Research Methods” at the graduate level. Which is a procedural course. There is not a lot of “is it good or bad” but this is how you do research. And so what they have to do is write a research project. They don’t have to go out and do original research because that would take a long time at the serious graduate level, unlike the undergraduate level where we look at five sitcoms or whatever. So they have to do a literature review. They have to go analyze what other people have said about a topic and then synthesis that which is bring that together to create a hypothesis and then tell me how they are going out to test the hypothesis. And then I judge whether it is reliable and all those things. Then they have to do a journal article critique, which is take what other people have written and write about what was wrong with it. But not in away that “this is horrible”, because it’s a peer review process. It’s a good article but what would they have done better? What are the strengths and weaknesses of the article? Every article has weaknesses so I want them to figure out what those weaknesses are.


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Summary:     My interview with the professor in the Media, Film, and Journalism school was very insightful and taught me a lot about the writing involved in order to major in journalism. The overall impression I received is that this major is research essay based. In some classes you will focus on writing news articles, but the majority of the classes teach you how to research and create a thesis from your findings. When I asked why there are not more news article assignments or career specific assignments, the professor told me that he does not teach specifically for the career field because DU is not a vocational school or tech school. He teaches to get students excited about learning. He believes students should focus on learning their four years here rather than running though and only caring about the career future.

 


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A  Brief  Transcript:  Journalism  Student     LH: What types of writing do you do most often for your classes in the Media, Film, and Journalism school? LP: As a journalism major our classes focus on writing, so we do a lot. I would say that the majority of our writing assignments are essays. We usually will discuss a topic in class, like the way media affects our views on politicians for an example and then we are suppose to research this and then draw our own conclusions and come up with our own thesis. So it’s typically like a research paper but with a lot more analysis. We can’t just state what we found, but we have to analyze and draw conclusions. LH: What advice about writing would you give someone going into the journalism major? What do you wish you’d know? LP: Um, if you don’t like writing, don’t go into this major. But that’s an obvious one I think. I don’t know, I guess know that you will be writing papers like every week. And your first two years may not include the most fun papers but eventually you will get to a class where you get to write about what you want to, what interests you. At first its a lot of essays like I said, but in a class called Newswriting and Reporting there is a focus on writing news pieces. I liked this class. Its what most journalism majors want to be doing. Oh, and be extremely clear and have strong statements in your papers. The thesis is the most important part; so make sure you put time into it. But if your argument isn’t clear or strong you wont get a good grade. So focus on that.


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LH: That leads into the next question. What do your professors look for when grading these papers? LP: Yeah so they definitely want to see a strong thesis statement. And then also a strong analysis that backs this up. They don’t really look for a specific way you write, like structure, but it should all make sense. Like each paragraph needs to have a reason for being there. You shouldn’t have any fluff in these papers. Just be clear. You don’t want the professor to have to search through your paper to see if you stated a thesis or had supporting evidence or whatever. As long as it is all there in an apparent way you should be fine. Its really about making sure your reader gets it, your professor gets it. I guess the only other thing I can think of right now is like spelling and grammar. Some care some don’t. Each professor and class is different. Some just want to see your argument and know that you got the point of the assignment. Others will be hard on grammar and stuff because in journalism if your work gets printed it can’t have mistakes. Editing is a big part in Newswriting and Reporting. LH: Is there anything else that is important or different about writing in the journalism major? LP: Um, the good thing about our assignments is that there usually isn’t a wrong answer. As long as you can back up whatever you are arguing with analysis or evidence then you’ll be fine. Unlike the guys in the science majors, there is only one right answer that can get boring. But I’d say that journalism is a really fun and interesting major. It’s writing that you’ll actually want to do, some of the time.


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Summary:     In my interview with the student who’s majoring in journalism, I got a new perspective on the writing involved in this area of study. Because I was already informed of the many essays that are assigned from first interviewing the professor, I was curious to see what the student believed the professors in the MFJS looked for when grading these papers. What surprised me most was that the professors are not too hard on spelling or grammar, what they want to see is if you understand something and are getting your point across clearly. The thesis as well as the supporting analysis is with out a doubt the most important to focus on in hopes of getting a good grade. I also learned in regards to grading, that the papers would most likely be the only assignments that make up your final grade, with the exception of participation points. But there seems to be no test or quizzes, etc.


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Local Writing  in  Journalism:  An  Investigation     Majoring in journalism could in some ways be viewed as majoring in writing, but in other ways, it is very different than a writing major. Almost all career fields in journalism require you to write. Since college is the last stepping-stone to entering the career world, this major entails a lot of writing. You will be given assignments that ask you to write in a specific way, to a certain audience, to address a relevant issue. Therefore, you will have to write in different genres. The idea behind genres as well as various examples of genres in the journalism major will be discussed at great length throughout in order to give a better understanding of the writing expected of a journalism major produce as well as consume. Before the details and analyzing of a specific genre, we must first all be on the same page. What is a genre? Carolyn Miller, a professor at North Carolina State University, explains the main


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meaning behind genre and why it is important in “Genre as Social Action”. In her essay, she creates five key points to always have in mind when

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thinking about genre. irst, “Genre refers to a conventional category of discourse based in largescale typification of rhetorical

action; as action, it acquires meaning from situation and from the social context in which that situation arose.”

To begin, typifications are

socially defined and shared recognitions of similarities, categories, and forms for recognizing and acting with in familiar situation. Its how we are able to categorize genres. Discourse is the language in use and understood as participating in social systems and having determining effects in social life. It is the dayto-day conversations we have with one another that have a purpose. Discourse does not have to be direct instructions or questions in order to have a desired response. A good majority of conversations are a social action. This leads into exigence, which is having an objectified social need. Therefore, there is no discourse if there is no exigence. However, both are needed in order to have a genre. This first key point from Miller’s essay is stating that genres


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are like a category for discourse, genres have forms, social actions, and features that make it possible for categorization. Each different situation may require different social context. Meaning, that in certain situations, there is usually a specific genre to use; a specific way to address or answer to the social situation. Genres are the way we encounter, interpret, react, and create particular texts. Such as, a teacher is not going to give a handout written in “texting lingo”, they will rather chose to write professionally because that is what this social situation requires.

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econd, “As meaningful action, genre is interpretable by means of rules; genre rules occur at relatively high level on

a hierarchy of rules for symbolic interaction.” To break this down, each genre has its own set of rules, however these rules are flexible. Given the room to change, then allows for new genres to emerge. When a new situation occurs, it is in need of a new genre so that it can adequately respond. Since these new genres are usually made from changing the rules of a prior genre, we see a distinct connection between some genres. For an example, writing a letter is a previous genre that eventually generated the genre of writing e-mail.


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Because the rules of any genre are not concrete, it is most important to write to best address the

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social action. hird, “Genre is distinct from form: form is the more general term used at all levels of the hierarchy. Genre is a

form at one particular level that is a fusion of lower-level forms and characteristic substance.” What is important to take away from Miller’s third point is that genres are not based upon just the writing itself. They are categorized alone by form or organization of the writing. It is crucial to know the social action, rhetorical situation, and other elements that set is apart from other genres. Stating that a power point is a different genre than an essay because it is not in paragraph form would be a poor way to contrast the two different

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genres.

ourth, “Genre serves as the substance of forms at higher levels; as recurrent patterns of language use, genres help

constitute the substance of our cultural life.” Throughout each of the genres, it is possible to understand our culture. Our language use in genres varies. However, I feel that the majority is either professional discourse or casual discourse. This shows that when needed to be professional, our


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culture adheres to that. And oppositely, in regards to our families or friends, the genre we use will most likely contain a casual language. This also leads to how different genres are formed; we take notice that there is a different social action taking place in a business proposal compared to a

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text to your mother. astly, “A genre is a rhetorical means for mediating private intention and social exigence; it motivates by

connecting the private with the public, the singular with the recurrent.” Although each genre is different, one genre can be used for various situations of the same kind. When asked what is an essay, you could bet that students all come up with the same answer or outline of what an essay should look like. This is because we have been taught this genre, and that this may be the best way to address the given assignment. So from a singular genre, we see it again and again for different times but the same social action. Also, from this key point, genre is a way where we can address the social action in a public form. Our private email we send is actually public in that the genre itself is public. Genres are public ideas that we can take and personalize for our social action.


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In regards to the journalism major, you will see a plethora of different genres. The syllabus you receive on the first day, the essays, the power points, the journal articles, and textbooks are all vastly different genres. Although some may stem off of the others, and have connections, you will be able to see that the social action that each is trying to fulfill is where the biggest difference lies. Each genre has a different message it needs to communicate. Throughout your college journey you will see various genres that can be placed in broad categories of classroom genres, student-produced genres, and professional genres. Knowing of each will be crucial for success, as you will be seeing them and working with them consistently. One of the most common genres throughout any course is the syllabus. For each class you take, most likely on the first day, you will be given a syllabus produced by your professor. The name syllabus is universal; it is hardly ever referred to as anything else. However, it does contain


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similarities with other genres, meaning that branching off of one of these other genres created the syllabus. A possible antecedent to the syllabus would be the course catalog description, a resume, and a job description. Features of the genres are notable in a syllabus. At the beginning of most syllabi there is a course overview. Maybe even taken from the course catalogue itself. My idea behind the ties with a resume or job description is from the typical format of a syllabus. It is brief and an easy visual in order to be well informed just as a resume should be. With its various headings and details to follow it could read off just like a resume, but instead of an employer looking for an employee it is like the student looking at the class to see if it is a good fit in more ways than just a course overview. For the job description, a syllabus is similar in that it is a course description. Instead of seeing how much you will get paid, you can see how the class will be graded and what you should do to get the best grade possible. The social action of a


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syllabus is to provide information to the student. It’s the easiest way for professors to lay out the facts before class begins, that way if something does not seem manageable to the student they can leave before they are in too deep. This genre works best in informing students of the class better than other genres such as a course catalogue because of its specifics to areas such as grading and policies, while still maintaining a brief outline. The features of syllabus that are commonly seen in each of them, regardless the class includes: introductions, overviews, required materials, objectives, grading, policies, office hours, contact information, and the schedule for the whole term. Each of these features stands out as their own heading followed by the details.

These common

features are present because of the overall expectations that surround this genre. Students expect a syllabus, and in the syllabus they expect to know what they are getting into so that there are no surprises midway through the term. With most genres, there can be unexpected aspects. In regards to the syllabus, it is extremely unusual if there is not one at all. It is also unexpected when the student is included in the process of producing the syllabus. Typically the professor has the power in creating the syllabus


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and is also allowed to change it. Most syllabi do their job well, however if there is any confusion at the end of the syllabus or uncertainty regarding the class it is inefficient and has not achieved its social action like it should. Like any genre in the journalism major a syllabus should be informative with no extra fluff or nonsense. This is how most essays in the field should be written as well as articles in the career of a journalist. In the area of student-produced genres you will find many options. Each and every one of the assignments given to a student and the completed fall into the category of student-produced genre. Specifically, is one of the most common genres as a student in journalism, which is the research analysis essay. This name comes from the fact that you have to do research before beginning the actual essay. It is not mainly opinion based, but if opinion is included there must be evidence supporting your claim. And the analysis part is because you cannot just state what you have researched, you must draw conclusions from it and tell the audience why it has any importance to the overall thesis of your essay. This leads


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into the features in a typical research analysis essay. There is the title, the introduction paragraph which should contain the papers thesis, followed by body paragraphs that have analyzed evidence that goes back to support your thesis, then the conclusion which reiterates the thesis, and lastly the paper should be followed by a bibliography. Other specifics of a research analysis essay could include the margins, font style and size, and the audience that you should be writing to. All of these features come together for the social action, which is to inform the audience of an original claim based off of previous research that answers a broader prompt given to you by the professor. Other forms may not work as well as an essay for this social action, such as a power point, would be to choppy and distracting rather than having a clearly written paper organized for the reader. The expectations surrounding this genre would be to write clearly, in a concise manner, being informative, having no grammatical or spelling errors, and overall writing academically. A research analysis essay should be professional, using academic language for your audience, which is most likely your professor. An essay could be seen as an evolved form of a book or encyclopedia.


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Shorter than a book and longer than an encyclopedia entry, an essay is just as informative adhering to its own prompt. An inefficient essay has unexpected characteristics such as casual language, the use of humor, and an unclear thesis. Each of which make it hard for the audience to understand what the writer is getting at. Most of the professors at DU do there own career work outside of teaching. This work would fall under professional genres. I have discovered a teachers website that is used to inform people of the work and research she is doing in a project as well as another website where the professor has her bio, research, and also the books she has written. The social action is to inform others of what they have been doing outside of the classroom. In a visual way they can attract more of an audience and being on the Internet allows for easy access for anyone who stumbles across their page. The features of these websites include bios, overviews, research, contact information, what they are currently doing, and what they have accomplished. Each of these websites is professionally done so that they are both informative as well as being visually appealing. These websites stem off of genres such as biographies, journal articles, and presentations such as power point for their visual


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affect. The connection of this genre to journalism major is that it is our professors doing outside work in the journalism filed. Instead of being classwork, it allows students to see what a journalism career may look like. Being that these are certain professors websites, they hold the power in that they get to design it and put what ever they wish to up on the website. Journalism majors will be able to work with many different genres throughout their four years at DU. The glimpse of these genres you have just been given is an insight to the countless handouts and assignments you will have the pleasure of working with while in college. Genre theory allows you to address the prompt or issue at hand in the best possible way. Seeing examples of genre should prove that there is a time and place for different genres of writing.1                                                                                                                 1  Miller, Carolyn R. "Genre as Social Action." Quarterly Journal of Speech 70.2 (1984): 151-67. Print. Bitzer, Lloyd F. "The Rhetorical Situation." (1966): 1-14. Print.

 


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Opinion

Journalism  Needs  Specifics:  Career  Classes     Here at the University of Denver one of the many popular majors is journalism. To major in journalism, there are core classes that you are required to take. More specifically, you must take 36 credit hours of the given courses as well as an additional four credit hours from an internship. With all these required courses, you would think any journalism major could find exactly what they want to take. The journalism classes offered at the University of Denver are too broad; there should be additional courses that address specific fields in journalism. These could include but are not limited to: sports broadcasting, entertainment journalism, online video journalism, etc. The University of Denver needs to provide more detailed courses that have a career-specific approach. Journalism has more specific areas than people think. It could be compared to marketing. And at DU, marketing has many specific classes, such as sports and entertainment marketing, online marketing, and product marketing. With the


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advancements in technology and communication, the journalism school should have classes that are more up to date and specific like marketing, which is also an evolving field. The creation of new courses is not as simple as writing a course description and ordering some textbooks. Many parties will be affected by this change. Some for the better, but some who are affected may not be as thrilled. First and for most, this change is for the students. We pay a high tuition so that we can get the best education and preparation for our future careers. Additional courses, that is more career specific for the journalism major will better prepare us for after graduation. With the current journalism degree requirements, I know I would not feel comfortable going into a sports broadcasting position, which is my goal and the reason for being journalism major. But at DU, there is one broadcasting specific course. That would equal to 40 hours. Out of my entire education here, I would like to have more than 40 hours of career specific courses.


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Besides having happier students, additional course would also lead to happier employers. Journalism majors coming out of DU would be more qualified for the job. I could be hired as a sports broadcaster with most of the knowledge I need. There would be less of a need for training once hired. This makes it easier on the employers; they would know that they are getting well educated and qualified employees having these additional courses available. On the downside, additional courses provide more work and logistics to figure out. This burden falls on the faculty and administration. The faculty may be required to teach these additional courses, potentially taking away some of their off time. By taking on extra hours, professors are going to need to be paid more. This is up to the administration. Either the professors get paid more, or new professors will be hired to fill in the new vacant spots. So, more money will have to be spent regardless. In addition, space for the class will need to be found. Finding empty classrooms is pretty rare around campus, especially during the prime class hours between 8am and 4pm. So once there are teachers and classrooms it seems like the course would be ready to go. However, with this new


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course, the degree requirements may need to be rearranged or rewritten. Will this class be required, or is it one of four to chose from for an example? And with the addition of the course, will another course be removed? In order to achieve this goal of having additional courses to choose from, the students are going to have to be proactive. Addressing this issue in student government meetings, talking to administration, as well as discussing possible class options with professors would be the first steps. In order to fix anything, the problem must first be known. Staff and administration are most likely unaware of the want for these additional courses, so as the student, reaching out to them and letting them know will help. Or if it were easier to talk to fellow peers, than the student government meetings would be the way to go. Bringing up the problem there may not reach the staff or administration as fast, however it would still be effective. Chances are you are not the only one who would like to see additional courses, by speaking up you will also be helping other peers. The addition of a few more area specific classes for the journalism major is needed. In a field with so many different career options, our


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school should be able to provide the preparation necessary to succeed.


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The Journalism Times