Model curricula for journalism education for developing countries ...

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62 them through the reporting/writing process and evaluate their work, focusing on strengths, weaknesses and opportunities for improvement. Ultimate goal: To move students as close as possible to the real world of journalism where they will report and write on deadline, as well as work through editing process with their professor. Mode: Combination of lectures, discussions, small group exercises and fieldwork. Pedagogical approach or method: Three factors should be considered when deciding how the course will operate: (1) A strong student-professor interaction is important during the reporting/writing process. Ideally, class size should be around 20. The course could be re-designed to accommodate larger numbers, with less emphasis on editing/coaching process. (2) Access to communication technology must be factored into class structure. If the course is offered in a country with greater access to technology, more emphasis could be placed on use of Internet as reporting tool. (3) Melvin Mencher offers an excellent sequence that could be used to structure a first course in reporting and writing. Mencher, or any other text on the instructor’s reading list, should be supplemented with local reference and examples whenever possible. Some of the handouts in this syllabus, such as process of analysis, could be translated. Instructors are encouraged to help students tap into the local media environment, including taking them on field trips to newspapers and radio/TV stations, so they can begin networking with local journalists. Number of hours per week: 4 hours (2 – lecture, discussion and small group classroom exercises, 2 - field work that includes reporting/editing/rewriting) Required and recommended texts For the instructor: • Shirley Biagi (1992), Interviews that Work: A Practical Guide for Journalists, 2nd edition, Wadsworth Publishing. • Bill Dedman, Power Reporting, http://powerreporting.com, resources and training in computer assisted reporting and editing. • Edward Jay Friedlander and John Lee (2000), Feature Writing for Newspapers and Magazines, 4th edition, Longman. • Melvin Mencher (2006), News Reporting and Writing, 10th edition, McGraw-Hill. • John Pilger (2005), Tell Me No Lies: Investigative Journalism that Changed the World, Thunder Mouth’s Press. • Carol Rich (2007), Writing and Reporting News, 5th edition, Thomson Publishing.
63 For students: Chapters of Mencher’s (2006) book and other readings are listed below for specific classes. Equipment: Highly recommended – access to computers with Internet access. Schedule of classes: Week 1 Introduction to the course Discussion: Why do you want to study journalism How did you first get interested in this profession From where you are today, what role do you see for yourself as a journalist (This could lead to a discussion of how they view media performance in their country.) Reading for Week 2: Mencher, Chapter 1 and 2. Week 2 Lecture: Comments on the role of the media in a democracy with emphasis on the importance of trained, committed journalists to serve as the bridge between government and the people. Exercise on the ideal mission of journalism: what are the major tenets of the profession Lecture/discussion at the end of this class meeting: What is news Assignment due beginning of week 3: Read a local newspaper and make a list of Page 1 stories. In your opinion, was this a fair and balanced report Why or why not Listen to local radio and TV news broadcast. Write down the top stories of the day and run them through same drill. Reading for week 3: Mencher’s Chapter 3 and 16. Week 3 Lecture: The basics of reporting and news writing. Small group exercise: Discuss stories analyzed from local media. Lecture/practice session: Professor will provide tips for reporting a meeting, speech, and press conference story, with a writing exercise to follow. Students will be given basic information about a speech and meeting that has taken place in the community and asked to write a lead. Assignment for week 4: Cover a meeting and a speech that is taking place on campus or in the community. A handout will provide students with specifics on length and deadline. Reading for Week 4: Mencher, Chapter 5, The Lead and Inverted Pyramid Week 4 Lecture: Reporting and writing strategies.
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© UNESCO 2007 The designations emp
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Foreword Over the last few years, t
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Unesco Model Curricula For Journali
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visitors but as respected — and a
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10 program could offer something mo
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112 their perception of family plan
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114 filariass. (Guest instructor) A
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116 comprehensive and annotated web
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118 • Zbar, Paul B. & Orne, Peter
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120 situation. Seminar: practitione
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122 documentary keeping in view the
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124 Pedagogical approach or method
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126 Week 9 Seminar: Blogs and parti
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128 html), includes a reports on va
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130 Seminar: Should freedom of expr
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132 screenings and inviting guest s
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134 • Weaver, D. H., ed. The Glob
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136 http://www.rtnda.org/resources/
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138 Europe. Baltimore and London: T
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140 Week 9 Lecture: Functions of me
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142 Contributors
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144 Journalism, Austin, Texas 78712
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146 • Prof. Rosental Calmon Alves
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148 UNESCO Mr. Ramon Tuazon Ex-Cons
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