J562: Reporting II

School of Journalism and Communication, University of Oregon

Fall 2022

Instructor:          Damian Radcliffe, Carolyn S. Chambers Professor in Journalism, Professor of Practice

Office hours: 10am-11am Tuesday, 3pm-4pm Thursday. Other times by appointment.
Email: [email protected]
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe
Class Hours: Monday and Wednesday 2-3.50pm, 302 Allen Hall.

Course Description
Reporting II is a compulsory, discussion based, course with some core components:

1. An issues assignment
2. A public records assignment
3. Portfolio development

Within this, and outside of it, there is a lot of scope for you to develop your own areas of expertise
based on the subject areas – and content mediums – that you want to specialize in, building on the
work you have already done at the SOJC.

Even though this is a compulsory class, I will tailor it as much as possible to support each of you as
individuals. And, whatever the areas of journalism you want to work in, the themes and ideas explored
in this class will be essential to becoming a better reporter and journalist. I will work with you to define
the areas you want to develop and further specialize in, and to help you identify how you can get
there.

To help you do this, we will focus on a broad spectrum of different types of reporting, how this is
changing and evolving, and the skills that modern journalists need to succeed.

Grounded in current practice, this class will give you the opportunity to be able to demonstrate your
reporting skills through new work, showcasing your “greatest hits” and being able to talk confidently
about the state of journalism today through your contemporary knowledge of the industry.

At the heart of this will be an understanding of the rudiments of public affairs and community
reporting. These areas underpin much of the journalistic profession, with skills and knowledge which
transfer to all beats. Developing these journalistic muscles will therefore make you a better journalist,
photographer, editor and storyteller.

I am looking forward to working you and seeing you grow as a journalist in the coming term.

Learning Outcomes

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This term, you will:

1. Develop your sense of what kind of journalist you want to be – by digging deep into a vertical
and/or beat of your choosing (in consultation with me).

2. Produce an in-depth issue piece, reporting remotely (which is how many newsrooms work).

3. Dive into public records to further understand how they can support your work, and some of
disinformation that can be found in the public domain..

4. Develop your online footprint and portfolio, so that you have a professional digital presence.

5. Talk to UO alumni working in the industry - in a variety of different roles - to hear about their
jobs, how to find a job etc.

6. Learn how to network - a vital skill which comes up time and again with guest speakers, but
seldom gets taught.

7. Understand key concepts/issues in terms of how journalism is changing and what that means for
you. We'll learn this through reading, talking to guests, and through group conversations.

8. Develop your ability to critique journalism - and what makes for good/bad reporting.

Ideas, feedback and suggestions are always welcome. Don't hesitate to reach out if there's anything I can
help with, or you want to know.

Approach and Course Philosophy

Over 10 weeks you will undertake a wide range of individual and group tasks, designed to give you a strong
foundation in the skills journalists need in 2022 (and beyond).

The course purposefully explores a wide range of topics and skill areas, giving you a taster for different
types of journalism.

You can further explore these areas in future terms, by taking more specialist classes.

The class will also challenge you to be able to critically evaluate what makes for good reporting.

Being able to discuss the tenets of good journalism, different types of journalism and storytelling, as
well as having your own clips to show these skills and knowledge in action – all of which you will be able
to do by the end of term – are the foundation of successful job interviews.

This class does focus more on writing, but I hope you all understand that the ability to write – and to
do it well – is essential for all journalists and content creators, whatever your specialism. If you want to
create work using other mediums for this class – either as the key focus of a project, or as a part of it –
then I am very open to that. Just agree the approach with me in advance.

10 skills you can expect to learn and hone this term:

1. Where to look for a story

2. Developing – and finding – sources for stories

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 3. Advanced interviewing skills
4. Advanced writing skills
5. Networking skills
6. Pitching skills
7. Practice at refining and revising your work (based on personal reflection and feedback)
8. How to find and use online public records
9. How to push back against the “fake news” narrative and demonstrate why journalism matters
10. “Journalist as a brand” - the importance of portfolios and your digital footprint

Learning Methods
These will include:

• Class lectures, discussions and conversations with guest speakers, me and your peers
• Reading – and critically evaluating – a wide range of content (on your own and in class)
• In-‐class assignments and tasks (writing, reading, listening, pitching etc.)
• Out of class assignments (story development, interviewing, writing etc.)
• Reflecting on key lessons from our classes (e.g. on a group Google Doc)

How this class works

Technical Requirements

Canvas will be the primary portal for all communication this term.

Log into canvas.uoregon.edu using your DuckID to access all details relating to our class.

Here you will find announcements, discussion boards, rubrics and deadlines for assignments and modules
reminding you of the work which needs to be done each week.

If you have questions about accessing and using Canvas, visit the Canvas support page. Canvas and
Technology Support also is available by phone or live chat: Monday–Sunday | 6 a.m.–12 a.m. 541-346-
4357 | livehelp.uoregon.edu

If you face Internet access challenges, computer labs are open for students at the Eugene campus. Some
companies are offering free access during this challenging time. To learn more about options visit
Information Services’ web page on going remote.

Aside from Canvas for this class you will also need:

1. Google Docs - we’ll use this tool for a number of assignments.

2. A Medium account - which will be the platform for much of your written (graded) work. You don’t
need a paid account, just the standard one: https://medium.com/

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 3. LinkedIn and About.Me pages – using free versions, as well as a portfolio website on platforms
such as Wix, SquareSpace and WordPress. You may need to pay for this to get the functionality
(and domain name) that you want for your portfolio. However, this is inevitable, as you will need a
quality portfolio site for when you graduate, to support your job search and career.

In-Class Engagement / Classroom Behaviors

Classes will include a mixture of informal workshops/lectures (often showcasing case studies and market
data, which we will discuss), creative assignments, discussions with industry professionals, sharing lessons
and learning from your own reading and content creation, collective feedback on assignments, reflections
on previous talks etc.

We are a small – but full – class of 18 students, which is a perfect size for meaningful, valuable, discussion
with your peers. Our classroom is an active learning space. It is an arena for the exchange of ideas and
knowledge.

You should treat it like a newsroom and a production office. This means that you need to be comfortable
pitching ideas, receiving – and giving – feedback, and treating everyone in the room with due respect. It’s
our job to work together to enable everyone to deliver the best possible outputs from the course.

It also means doing your prep. For example, researching guest speakers in advance of us talking to them.
These people are giving up their valuable time to talk to us, we want to make it worth their while.
Your active participation is vital. And this is reflected in the grade structure for the term.

Estimated student workload

The course features two classes a week + assignments. In addition to class attendance, you will also be set
a combination of individual and group assignments.

Tasks will include: reading, identification of case studies, preparation of presentation materials and papers,
fieldwork (interviewing, creation of content) and portfolio development.

Some assignments, and work for this class, will run concurrently. You will need to manage your time
accordingly, to balance competing workloads from this class and others. Time management – which
includes juggling competing priorities – is an ability you will always need.

Undergraduate Courses
Under the UO quarter system, each undergraduate credit reflects c.30 hours of student engagement.
Therefore, this 4-credit course is akin to approximately 120 hours total of student time.

With 40 hours of class time (10 weeks at 4 hours per week), readings and assignments will account for
another c. 80 hours of your time this term.

Graduate Courses
Graduate students are expected to perform work of higher quality and quantity, typically with forty hours
of student engagement for each student credit hour. Therefore, a 4-credit graduate course would typically
engage students c. 160 hours.

For graduate students, with 40 hours of class time (10 weeks at 2 hours per week), readings and
assignments account for another c.120 hours of your time this term.

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Communicating with me: How and Why
- What you can expect from me

Our class will communicate through our Canvas site. Announcements and emails are archived there and
automatically forwarded to your UO email, and can even reach you by text. Check and adjust your
settings under Account > Notifications.

Every Monday I will post an Announcement that previews the week ahead (check the “Page” option in
Canvas). I’ll also post Modules with deadlines for work that week.

If I need to get in touch with individual students, I do so through email. However, if you’ve contacted me
via other means e.g. text or Twitter DM, I’ll reply via that route.

When giving feedback on assignments, I do so in Canvas, and look to do this in 7-10 days.

- Communicating with me

If your question is a practical, yes/no one about an assignment, piece of homework,

reading, or other component of our class, please post your question on the relevant Discussion thread.

If your question is about a technical challenge with Canvas, Zoom, or another technology, please contact
the UO Service Portal.
  
If your question, concern, or excitement is about course content or activities, about something
personal, is time sensitive, or is something else that doesn’t feel like it fits above, please do reach out to
me by email or by attending Office Hours. 

If you contact me with a question, I will try to respond within one business day. Feel free to chase me if
you’ve not heard back in that timescale. If it is urgent, text (541-972-5531) is best.

- Office Hours

These will be 10am-11am on Tuesday and 3pm-4pm on Thursday. If I have to change them due to
childcare, work travel or illness, I will let you know ASAP and schedule alternative times, or methods to
connect with me (e.g. phone or Zoom). My Office is 201 Allen Hall.

These student drop in hours are a chance to chat about specific assignments, how you’re doing in the
course, questions you have about your career and post-graduation plans, or anything else you want to
discuss with me.

Outside of these hours, feel free to email, text or DM, and I’ll get back to you ASAP.

- Professionalism

Please notify me, in writing and with as much prior notice as possible, if you must miss a class or if work
will be delivered late. If you miss a class and you haven’t notified me beforehand, then I expect you to
get in contact with me as soon as possible, to explain your absence and to agree the best way to catch-
up on what you missed.

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Part of my job is to get you ready for the world of work and life after graduation. You should treat this
class like you would a job. If you’re going to miss class. Let me know ahead of time. If you’re having
problems with an assignment, talk to me.

Assignments will require original research, analysis, reporting and writing. This may involve additional
reading, conversations/interviews, and information-gathering that takes place off campus and a
different days and times.

Like all media professionals, you’ll find some tasks easier – and more enjoyable – than others. This will
ebb and flow throughout the term. That’s normal! Sometimes, ideas and concepts might take some
getting used to. Other times, they won’t. Plan your time, energies and resources accordingly.

- COVID-19 and its impact on class

This is a face-to-face course. Attendance is important because we will develop our knowledge through in-
class activities that require your active engagement. We’ll have discussions, small-group activities, and do
other work during class that will be richer for your presence, and that you won’t be able to benefit from if
you are not there. Excessive absences make it impossible to learn well and succeed in the course. While
there is not an automatic grade deduction for missing classes, it is unlikely that students who miss multiple
classes will be able pass this course.   

We know our UO community will still be navigating COVID-19, and some students will need to isolate and
rest if they get COVID. In this situation, please let me know so that we can discuss how to keep you in the
loop, without compromising your health and your attendance grade.

Please take absences only when necessary, so when they are necessary, your prior attendance will have
positioned you for success. Students with COVID are encouraged to seek guidance and resources at UO’s
COVID-19 Safety Resources webpage.

- Assignments

These will require original research, analysis, reporting and writing. This may involve additional reading,
conversations/interviews, and information-gathering that can be done remotely and on different days and
times.

Like all media professionals, you’ll find some tasks easier – and more enjoyable – than others. This will ebb
and flow throughout the term. That’s normal! Sometimes, ideas and concepts might take some getting
used to. Other times, they won’t. Plan your time, energy and resources accordingly.

Feedback and Rewrites

A number of assignments will include opportunities to rewrite and edit materials, following feedback from
me and/or your peers.

For example, we will sit down 1-1 to discuss your draft Big Issue story (which you will also review with one
of your peers, before meeting me).

This reflects the reality of many newsrooms and will almost always result in your revised work being of a
higher standard. These exercises will help you to improve your skills and news sensibilities.

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I believe that 1-1 discussions about your work is often more valuable than one-way written feedback. This
personal 1-1 teaching will take place during class time, office hours and other times. These 1-1 sessions will
typically last for 15-20 mins each.

You will be expected to take notes during these sessions; and to action – or at least consider – the
recommendations given. Where class time is reassigned to allow for this 1-1 feedback, you are encouraged
to use the class time to work on other assignments for this class.

Notes on Graded Assignments

You’ll be given a detailed brief, on Canvas and in class, for each assignment. This will include clear
directions of what’s expected and by when. I will also post a discussion board for each assignment on
Canvas. So, if anything is unclear, please ask there, so that everyone can see my response(s).

Assignments will require original research, analysis, reporting and writing. This may involve additional
reading, conversations/interviews, and information-gathering during different days and times. All of this
can be successfully done from home.

Grade/Percentage/Point ratios

▪ A 93-100 percent ▪ C 77-79 percent

+
▪ A- 90-92 percent ▪ 73-76 percent
▪ B+ 87-89 percent ▪ C 70-72 percent
-
▪ B 83-86 percent ▪ 60-69 percent
▪ B- 80-82 percent ▪ 0-59 percent

Expectations and Standards:

▪ An A story is one that could be published with very minor editing. Or no editing at all.
▪ A B story is publishable, but it would need some fixes first.
▪ A C story would need major revisions to be published.
▪ A D story would not be published; it has significant flaws.
▪ An F story has one or more major fact errors, is plagiarized or is exceptionally late. Or
all three. Or it may simply have more significant flaws than a D story.

Deadlines
Journalists have to deliver work on time. You’re a journalist, so that principle applies to this class. If you
submit work late, you will be docked one full grade for every 24 hours past deadline.

If there’s a legitimate reason for this, we will – together – agree a revised date, provided you discuss it with
me first, and at the earliest possible point.

That’s how I’d treat my Editors with my freelance work, so I expect you to operate in the same way.

I’ll treat you the same way any Editor would. However, they will expect early communication in the event
of any problems. Treat me like you would your Editor/Commissioner.

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Assignments

- Writing (35%)

Beat Memo: Part One – you and your journalism goals (5%)
What kind of reporter do you want to be? This assignment will task you to think about what type of
journalism you want to produce – be that by subject matter, medium, or type of journalism (e.g.
engagement, solutions journalism etc.) that you want to deploy.

You will give a short 3-4 minute presentation on this in Week 2, thinking about how you can weave the
principles and activities of this class into your learning goals for the term – and how this class will help
get you to where you want to be as a journalist.

At the end of term, you will turn this into a 1-2 page Beat Memo, to include how the class helped you
(or not!) towards you goals, if they have changed and evolved (and why) and your next steps for your
remaining time at the SOJC.

For help with this assignment, I encourage you take advantage of the coaching opportunities provided
by Writing Central: http://journalism.uoregon.edu/sojc-writing-central/

Beat Memo: Part Two – interview a journalist (5%)

What kind of reporter do you want to be? We’ll find this out in two ways: through conversations with
guest speakers and through you finding – and interviewing a journalist about their work.

In doing this, you will need to find – and reach out to – a journalist from an outlet of your choosing.
Use this opportunity to find out more about your dream news organization, or role, identify your own
personal skill/knowledge gaps, and to expand your personal/professional network.

Together, we will shape the format of this write-up, inspired by the Lifehacker series “How I Work.”
https://lifehacker.com/c/how-i-work - we will aim to get lessons published. I have already spoken to
the Editor of journalism.co.uk about this. Don’t let the UK domain fool you, they have an international
audience of nearly 140k followers on Twitter alone, and they’re keen to publish your work, if it
successfully brings out transferable lessons and insights for other journalists.

Here’s some examples of work they’ve previously published written by SOJC students, some in
partnership with me:

o How power and privilege shape communities

o Eight newsroom beats you did not know covered climate change
o The mainstreaming of data reporting and what it means for journalism schools
o Landing your dream internship: 3 tips from WSJ’s Ryan Knutson

Some others published elsewhere (all by Destiny Alvarez a former Masters student, while at UO):

o 7 tips for non-Native journalists covering Indigenous communities

o 5 tips for women to overcome challenges in the media
o What’s it like to be a woman in media? Four women share their experience.
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 o 6 tips to supercharge your climate change reporting
o Seven ways journalists can up their social media game

As ever, for help with this assignment, I encourage you again to take advantage of the coaching
opportunities provided by Writing Central: http://journalism.uoregon.edu/sojc-writing-central/

This assignment is a create opportunity to build your industry network, think about the type of
journalist you want to be, and getting a professional writing credit in the process.

“Big Issue” (25%)

This is your showcase feature for this class, exploring a topic/person/institution of your choice. As
such, it is worth 25% of your grade. You’ll pitch a couple of ideas to class – akin to pitching a story to an
Editor - and be commissioned to write the best one. Students will submit a draft, and then produce a
final rewrite based on my feedback.

Rewriting is an important part of the learning process. This includes the possibility of doing additional
reporting to improve your story. I am happy to give you an indicative grade for the draft, but only your
final submission will be graded.

For help with this assignment, you will be required to run a draft past the coaches at Writing Central.
You will also get input from me and your peers on a draft.

Again, I’ve had examples of these stories published in the past. This should be your goal here too.

Examples:

o One Home at a Time, Jade Stewart, Eugene Weekly, 08 August 2019

o Proposed Title IX guidelines: What might change, and what this might mean , Renata Geraldo,
The Daily Emerald,  13 May 2019

- Research And Online Records (10%)

Paper trail “sleuth” assignment (10%)

Working in groups of two/three, you will be required to conduct a public records and documents
search of a selected public official in Oregon. This involves using online public records, websites and
other sources to gather specific information about the public official.

Detective work like this is a core skill for most reporters, and is also applicable to multiple beats. You
will be surprised at how much information you can find online!

- Professional Portfolio (20%)

Having a strong online presence is vital for prospective employers; and represents a great opportunity
for you to showcase your personal brand - and work - online.

To encourage you to establish this presence online, this task will ensure that you have the following in
place by the end of term:

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 1. A personal portfolio website
2. A LinkedIn profile
3. An About.Me splash page - https://about.me/

- Reflections –Principles of Journalism + Journalistic Practice (10%)

I will assign reading/watching/listening of content related to emerging areas of journalism, such as

Engagement Journalism, Solutions Journalism, as well as important activities such public records
reporting throughout the term. These will typically by every other week.

Alongside this, in the “other” week, I’ll ask you to produce a short reflection on learning from the past two
weeks. Taking the time to pause and reflect about what you have learned helps with retention of
knowledge. We will also discuss your key takeaways in regular group conversations.

- Engagement (20%)

As mentioned at several points in this syllabus; our classroom - even an online one - is a newsroom.
This means that you need to be comfortable pitching ideas, receiving – and giving – feedback, and
treating everyone in the group with due respect.
 
You'll ask questions of guest speakers, share - and produce - work in class (much of it against the
clock,) throughout the term. This work feeds into this grade.

This includes, for each guest speaker, three students who will be assigned to take the lead in asking
questions of our guest. You can sign-up for a speaker that interests you, or be allocated at random.

Examples of work captured by this participation grade:

● Engagement with guest speakers

● Contribution to class discussions on Canvas and in Class
● Pitching ideas
● Giving helpful, respectful feedback to your peers, on their work
● Reflections on industry reading
● Weekly Learning Journals

Attendance (5%)

As noted earlier in this syllabus, this is a face-to-face course. Attendance is important because we will
develop our knowledge through in-class activities that require your active engagement. We’ll have
discussions, small-group activities, and do other work during class that will be richer for your presence, and
that you won’t be able to benefit from if you are not there.

 Excessive absences make it impossible to learn well and succeed in the course. While there is not an
automatic grade deduction for missing classes, it is unlikely that students who miss multiple classes will be
able pass this course.   

We know our UO community will still be navigating COVID-19, and some students will need to isolate and
rest if they get COVID. In this situation, please let me know so that we can discuss how to keep you in the
loop, without compromising your health and your attendance grade.
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Please take absences only when necessary, so when they are necessary, your prior attendance will have
positioned you for success. Students with COVID are encouraged to seek guidance and resources at UO’s
COVID-19 Safety Resources webpage.

Assignment Values
Tasks/Weighting (subject to revision/changes)
Activity Tasks % of Poin
grade ts
Writing 1. Beat Memo – Pt. 1 (you and your goals) 5% 50
2. Beat Memo – Pt. 2 (Interview a journalist) 5% 50
3. “Big Issue” 25% 250
35% 350
Research 3. Paper trail (pairs) 10% 100
10% 100
Portfolio 4. Professional portfolio
● About.Me 3% 30
● LinkedIn 5% 50
● Portfolio website 12% 120
20% 200
Principles 5. Weekly reflection on the craft of journalism 10% 100
and x 10 (learning via class, podcasts etc.)
Practice 10% 100
Engagement 6. Class participation 20% 200
7. Attendance 5% 50
25% 250
TOTAL 100% 1,000

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How Grades Will Be Determined – the mechanics

Grading Grid:

Category A B C D F

Strong lead: Vivid, telling Provides Essential Not a Factu

Informativ detail. essential information direct al
e hard informati but lacking lead error(
(summary) on. clarity, and/or s).
news lead conciseness importan
or and/or t
compelling detail. informati
anecdotal on
opening. missing.
Essential Who, what, 5 Ws Essential Essential Does not tell
informati where, when covered informatio information a story.
on and why but story n provided missing
covered. answered. not but and/or
organized disorganize disorganized
Story / clearly d. .
Analysis with most
logically important
organize informatio
d. n at the
top.
Appropriate Strong use of Appropriat Quotes Quotes Quotes
use of quotes, with e use of and or and
quotes and the best quote quotes and attributio attributi attributio
attribution. high in story. attribution. n on n missing
Attribution provided. missing
provided when
needed.
Clear Clear and Basically Thorough Writing Unintelligible.
and concise clear and editing style is
concise writing. concise. needed inappropriat
writing Appropriate to meet e for a news
. news-‐writing standar story.
style (i.e., short ds.
Appropriate paragraphs,
news-‐ descriptive
writing or detail, active
analytical verbs, no first-‐
style. person).
Factually Mechanically 1-‐2 1 major 2 major Fatal flaws:
accurate. sound, no minor error such errors and Factual
Correct errors. errors. as a multiple errors,
grammar, Style fragment, minor misspelling
spelling inconsiste run-‐on, issues. of proper
and nt. comma names,
punctuatio splice, or multiple
n. more than grammar,
two minor spelling
errors. errors.

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 Other things which come into the mix:
• Layout, formatting, for digital submissions, this matters.
• Are you telling a story I’ve not heard before?
• Does your story have the X-‐Factor (it can be solid, but does it zing?)

Your assignments, academic + journalistic integrity

See the Course Policies at the back of this syllabus for more information. Below is an explanation for
what these mean for your creative and journalistic work. Thanks to Lori Shontz for this wording, she’s
said it better than I could, so I’ve reproduced this from her Reporting II syllabus.

ACADEMIC INTEGRITY

The University Student Conduct Code (http://dos.uoregon.edu/conduct) defines academic misconduct.

Students are prohibited from committing or attempting to commit any act that constitutes academic
misconduct.

In J462/562—and in any journalism class or environment—that means the following:

• Do not plagiarize: Do not copy someone else’s work and pass it off as your own. That includes
the work of professional reporters as well as the work of your classmates, friends, family,
fraternity brothers, sorority sisters, teammates, roommates, fellow club officers, etc. You get
the picture.

• Attribute your work properly: Use first and last names for everyone you quote or paraphrase
in a story. Quotations are direct quotes—don’t tweak what someone said to make the
sentence sound better. If you use information from another news source, attribute it to that
source.

• Don’t copy directly from websites or other background sources: This is plagiarism, too. Don’t
think you can fool me—or your readers—by changing a word or two around. That doesn’t fly.
Again: Attribute your work properly.

• Do not make things up: Don’t invent sources, facts, people, scenarios, scores, quotes, etc. I
truly hope this is self-evident.

• Do not interview family, friends and/or acquaintances: Credibility is everything. If you use
people you know well as sources, your readers have cause to doubt whether you are being
fully truthful or withholding information that would be damaging to those close to you.

• IF YOU AREN’T SURE, ASK.

If you plagiarize or otherwise violate these principles of academic integrity, you will flunk this class.
Period.

DIVERSITY AND INCLUSIVENESS

The best journalism reflects the community it covers. That’s why I am passionate about increasing and
maintaining diversity in newsrooms. If everyone is the same gender, race, ethnic group, sexual
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orientation, religion, etc., you’re going to produce a homogenous publication that is at best boring, at
worst riddled with errors of fact and/or omission.

In this class, I will encourage open inquiry, freedom of expression and respect for difference.

I expect you to respect the differences among you and your classmates and between the class and me.
I will respect yours. We can certainly disagree—in fact, I expect that we will at times. But we can all
respect each other, and we can all learn from each other.

If anything in this class makes you uncomfortable, let me know ASAP. Let’s talk about it.

Damian says: We’ll also explore what this means, tools and techniques for addressing it (e.g. your own
in-built biases) etc. in this class.

I recommend the “What is Journalism?” section on the American Press Institute’s website:
https://www.americanpressinstitute.org/journalism-essentials/what-is-journalism/

The code of ethics from the Society of Professional Journalists (SPJ) outlines, and explains, key
journalistic principles: https://www.spj.org/ethicscode.asp.

How Grades Will Be Determined – story checklist

Your work will be reviewed in the same way as any Editor would review the content submitted to
them. I will be looking for good writing, strong images, interesting stories, clarity of message, breadth
of sources used, fairness and balance, accuracy, good grammar, spelling and style.
(h/t Lance Robertson for the excellent list below).
That translates into:

REPORTING

• NEWS JUDGMENT: The story identifies and focuses on the most compelling news values
(timeliness, proximity, importance, etc.) of the event, meeting or issue.

• THOROUGHNESS: The story demonstrates an intellectual command of the broader topic or

issue, and adequately addresses the story’s central question.

• CONTEXT: The story places the events and issues into a context that helps the reader see
how the specifics fit into a larger picture.

• RESEARCH: The story draws on reporting from an appropriate range of sources.

• INTERVIEWING: The story provides an appropriate range of voices that express

meaningful thoughts, observations and responses to important questions.

• DETAIL: The story uses detail to illustrate the central point or theme.

WRITING

14
 • THE STORY’S OPENING: The story has a strong, engaging opening (lead), and promptly frames
its central question and context to create meaning for readers. The choice of lead format
(summary, descriptive, narrative, etc.) is reflective of the event or meeting you are covering,
and the time frame you have to cover it.

• CLARITY: The story uses clear language, favors the active voice, and avoids jargon and
unneeded complexity.

• STRUCTURE AND FLOW: The story has a logical, seamless organization, including
transitional elements that moves the reader from beginning to end.

• VOICES: The story demonstrates an excellent selection of voices and quotes that convey
meaningful ideas, opinion and emotion.

• DETAIL: The story effectively uses detail about people, places or situations that illustrate the
central theme or focus of the story.

• TECHNICAL: The story has trouble-free grammar, punctuation and usage.

Other relevant University and Class policies

- Accessible Education (see  https://aec.uoregon.edu/best-practices-faculty  for more information)

The University of Oregon is working to create inclusive learning environments. Please notify me if there are
aspects of the instruction or design of this course that result in disability-related barriers to your
participation. You are also encouraged to contact the Accessible Education Center in 360 Oregon Hall at
541-346-1155 or [email protected].

Please let me know within the first two weeks of the term if you need assistance to fully participate in the
course. Participation includes access to lectures, web-based information, in-class activities, and exams. The
Accessible Education Center (http://aec.uoregon.edu/) works with students to provide an instructor
notification letter that outlines accommodations and adjustments to class design that will enable better
access. Contact the Accessible Education Center for assistance with access or disability-related questions or
concerns.

- Accommodations for Religious Observances

The university makes reasonable accommodations, upon request, for students who are unable to attend a
class for religious obligations or observance reasons, in accordance with the university discrimination
policy which says “Any student who, because of religious beliefs, is unable to attend classes on a particular
day shall be excused from attendance requirements and from any examination or other assignment on
that day. The student shall make up the examination or other assignment missed because of the absence.”

To request accommodations for this course for religious observance, visit the Office of the Registrar's
website and complete and submit to the instructor the “Student Religious Accommodation Request” PDF
form prior to the end of the second week of the term.

- Academic Misconduct

15
You can find faculty resources on academic misconduct here:  https://dos.uoregon.edu/faculty-resources

The University Student Conduct Code (available at  conduct.uoregon.edu) defines academic misconduct.
Students are prohibited from committing or attempting to commit any act that constitutes academic
misconduct. By way of example, students should not give or receive (or attempt to give or receive)
unauthorized help on assignments or examinations without express permission from the instructor.

Students should properly acknowledge and document all sources of information (e.g. quotations,
paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any
question about whether an act constitutes academic misconduct, it is the students’ obligation to clarify the
question with the instructor before committing or attempting to commit the act.

Additional information about a common form of academic misconduct, plagiarism, is available at the
Libraries' Citation and Plagiarism page. 

The U of O policy on academic dishonesty will be observed throughout this course. Plagiarizing
and/or cheating will result in an automatic failure of the course.

We will also talk about the importance of proper attribution of your sources and providing credit
where it is due. In the digital arena, this is more important than ever, as the lifting of quotes or
the creation of false content, nevermind plagiarism can all be easily identified. Careers can – and
have been – destroyed as a result of breaking these rules. Don’t be foolish and make the same
mistakes!

Keep these key parts of the Student Code of Conduct in mind, from the section on Academic
Misconduct:

1. Assisting in the commission of academic misconduct: Helping another engage in

academic misconduct.

2. Cheating: Unauthorized collaboration, accessing, or using of unauthorized materials,

information, tools, or study aids.

3. Fabrication: Providing false information in fulfilment of an academic assignment, exercise,

or other requirement, including making up data, sources, efforts, events, or results and
recording, reporting, or using them as authentic.

4. Multiple submissions of work: Using or submitting the same or substantially the same
academic work for credit more than once, unless specifically authorized by the instructor
of record for the course in which it’s being submitted for credit. If authorized, appropriate
disclosure and citation is required.

5. Plagiarism: Presenting another’s material as one’s own, including using another’s words,
results, processes or ideas, in whole or in part, without giving appropriate credit. 

6. Unauthorized recording and/or use: Recording and/or dissemination of instructional

content, or other intellectual property, without the express written permission of the
instructor(s), intellectual property owner or the Accessible Education Center.
16
Academic misconduct is prohibited at UO. I am obligated to report all suspected misconduct to
the Office of Student Conduct and Community Standards. If the Office finds a student has committed
misconduct, consequences can include of the relevant assignment or exam, or of the course.

- Academic Disruption due to Campus Emergency

In the event of a campus emergency that disrupts academic activities, course requirements, deadlines, and
grading percentages are subject to change. Information about changes in this course will be communicated
as soon as possible by email, and on Canvas. If we are not able to meet face-to-face, students should
immediately log onto Canvas and read any announcements and/or access alternative assignments.
Students are also expected to continue coursework as outlined in this syllabus or other instructions on
Canvas.

In the event that the instructor of this course has to quarantine, this course may be taught online during
that time.

- Inclement Weather

It is generally expected that class will meet unless the University is officially closed for inclement weather.
If it becomes necessary to cancel class while the University remains open, this will be announced on
Canvas and by email.

Updates on inclement weather and closure are also communicated in other ways described
here: https://hr.uoregon.edu/about-hr/campus-notifications/inclement-weather/inclement-weather-
immediate-updates

- Basic Needs

Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who
lacks a safe and stable place to live and believes this may affect their performance in the course is urged to
contact the Dean of Students Office (346-3216, 164 Oregon Hall) for support.

This UO webpage includes resources for food, housing, healthcare, childcare, transportation, technology,
finances, and legal support:  https://blogs.uoregon.edu/basicneeds/food/

- Diversity and Inclusion

Diversity is supported and valued at the University of Oregon. We respect the dignity and essential worth
of all individuals; reject bigotry, discrimination, violence, and intimidation; practice personal and academic
integrity and expect it of others; and promote a diversity of ideas, opinions, and backgrounds.

Class rosters are provided to instructors with students’ legal names. Please let me know if the name or
pronouns I have for you are not accurate. It is important to me to address you properly. 

Open inquiry, freedom of expression, and respect for differences are fundamental to a
comprehensive and dynamic education. SOJC is committed to upholding these ideals by
encouraging the exploration, engagement, and expression of divergent perspectives and diverse
identities.
17
All classes at the University of Oregon welcome and respect diverse experiences, perspectives,
and approaches. What is not welcome are behaviors or contributions that undermine, demean, or
marginalize others based on race, ethnicity, gender, sex, age, sexual orientation, religion, ability,
or socioeconomic status. We will value differences and communicate disagreements with respect.

Discrimination of any kind, disrespect for others, and inequity in educational opportunity are not
acceptable. Students, faculty, and staff are expected at all times to maintain the School of
Journalism and Communication’s high standards of ethical and compassionate conduct. Please
see me if you need help or have any questions.

Similarly, please let me know if aspects of the instruction, course design, or class activities undermine
these principles in any way. For additional assistance and resources, you may also consider contacting the
Division of Equity and Inclusion through their website or by phone (at 541-346-3175), or the Center
for Multicultural Academic Excellence through their website or by phone (at 541-346-3479).

- Reporting Obligations

I am a designated reporter. For information about my reporting obligations as an employee, please

see Employee Reporting Obligations on the Office of Investigations and Civil Rights Compliance (OICRC)
website.

Students experiencing any form of prohibited discrimination or harassment, including sex or gender-based
violence, may seek information and resources at safe.uoregon.edu, respect.uoregon.edu,
or investigations.uoregon.edu or contact the non-confidential Title IX office/Office of Civil Rights
Compliance (541-346-3123), or Dean of Students offices (541-346-3216), or call the 24-7 hotline 541-346-
SAFE for help.

I am also a mandatory reporter of child abuse. Please find more information at Mandatory Reporting of
Child Abuse and Neglect.

- Mental Health and Wellness / Your Wellbeing

Life at college can be very complicated. Students often feel overwhelmed or stressed, experience anxiety or
depression, struggle with relationships, or just need help navigating challenges in their life. If you're facing
such challenges, you don't need to handle them on your own--there's help and support on campus. 

As your instructor if I believe you may need additional support, I will express my concerns, the reasons for
them, and refer you to  resources that might be helpful. It is not my intention to know the details of what
might be bothering you, but simply to let you know I care and that help is available. Getting help is a
courageous thing to do—for yourself and those you care about.

University Health Services help  students cope with difficult emotions and life stressors. If you need general
resources on coping with stress or want to talk with another student who has been in the same place
as  you, visit  the  Duck Nest (located in the EMU on the ground floor) and get help from one of the specially
trained Peer Wellness Advocates. Find out more at  health.uoregon.edu/ducknest  

18
University Counseling Services (UCS) has a team of dedicated staff members to support you with your
concerns, many of whom can provide identity-based support.  All clinical services are free and confidential.
Find out more at  counseling.uoregon.edu  or by calling 541-346-3227 (anytime UCS is closed, the After-
Hours Support and Crisis Line is available  by calling this same number).

- Technology

You will be using your phone for many of the creative assignments in this class. This will require
you to download apps to create and consume content, as well as to capture material which you
will share to Canvas. You may wish to create fresh/burner accounts for this class.

Mobile phones should be turned off / put away in class, unless we’re using them for a task.

If I find you’re using your phone for something else, I will pick you up on it.
I encourage you to take notes by hand, as retention – multiple studies have shown - is better this
way.

- Writing Central

I encourage you take advantage of of the opportunities provided by Writing Central:

http://journalism.uoregon.edu/sojc-writing-central/

Writing coaches can help you to think through your blog entries/reflections, as well as your end of
term reflection, if you decide to submit this in written form.

Starting Week 2, Writing Central will be open to offer all SOJC students feedback on writing
projects. Feedback is available two different ways: through live Zoom appointments or our
convenient Drop-n-Go service.

Coaches are trained undergraduates who can help with everything from fleshing out story ideas
to crafting stronger sentences and improving your grammar/AP style. They also often help with
resumes and cover letters, personal statements and scholarship applications.

To make an appointment or use our Drop-n-Go feature, visit writingcentral.uoregon.edu.

- Feedback / Student Experience Surveys

The midway and end-of-term Student Experience Surveys will be conducted in class. These are
important opportunities to provide feedback about your learning experiences—I deeply value this
anonymous feedback and am continually improving the course with students’ responses in mind.

The key parts of the survey are the open-ended questions where you share concrete,
actionable feedback and about the teaching practices that stand out to you. I will be transparent
with you about this feedback and share the mid-term survey results with you, so you can see how
this will shape the second part of term.

Thank you in advance for your thoughtful reflections throughout the term.

19
Questions
If you want to know more about anything mentioned here, or anything which you think is missing, then
please do not hesitate to email me! [email protected] (or text/DM).

Instructor bio http://journalism.uoregon.edu/member/radcliffe-damian/

Damian Radcliffe is the Carolyn S. Chambers Professor in Journalism, a Professor of Practice, an

affiliate faculty member of the Department for Middle East and North Africa Studies (MENA) and
the Agora Journalism Center, and a Research Associate of the Center for Science Communication
Research (SCR), at the University of Oregon.

Alongside holding the Chambers Chair at the University of Oregon’s School of Journalism and
Communication (SOJC), he is also a three-time Fellow of the Tow Center for Digital Journalism at
Columbia University, an Honorary Research Fellow at Cardiff University’s School of Journalism,
Media and Culture Studies (JOMEC), and a life fellow of the Royal Society for the Encouragement of
Arts, Manufactures and Commerce (RSA).

He is a globally recognized expert on digital trends, social media, technology, the business of media,
the evolution of present-day journalistic practice and the role played by media and technology in
the Middle East.

Damian’s journalistic, research and teaching interests build on his previous and on-going
professional practice; which include editorial, policy and strategic roles across all media sectors:
Industry (commercial, public, non-profit/civil society), Government, Regulatory and Academic – and
all media platforms (digital / online, TV, radio and print).
His experience includes four years working in UK commercial radio, eight years working for – and with –
the BBC, four years at the UK Communications Regulator, Ofcom; and three years at Qatar’s Ministry of
Information and Communications Technology (ictQATAR).

He joined the University of Oregon in September 2015, where he teaches advanced reporting, audio
storytelling and podcasting, the business of journalism and using social media as a journalist.

He has presented at leading international forums including events hosted by WAN-IFRA (World
Association of News Publishers), International Journalism Festival (Perugia, Italy,) newsrewired
(London, UK), TEDX Reset (Istanbul, Turkey), IBC (Amsterdam, Netherlands,) IBC Content
Everywhere MENA (Dubai, UAE), United Nations’ 2019 and 2020 International Media Seminar on
Peace in the Middle East (Ankara, Turkey), Association of Information and Communication Media
(Barcelona, Spain), German-American Institutes (various cities in Germany) and 2015’s ENEX
General Assembly (Paris, France).

Having lived in the UK, Qatar and USA, he has spoken at events in all three countries. Hosts include
the Broadcasting Board of Governors, BBC World Service, LION Publishers, various State Press
Associations, American Press Institute and the National Governors Association.

He has also written, spoken to, or provided consulting services, for a wide range of additional industry and
academic organizations, such as:

Abramis Academic Publishing, ASDA’A Burson-Marsteller, Association of Information and

Communication Media (AMIC, Spain), BBC Media Action, BBC Monitoring, BBC World Service,
Carnegie UK Trust, Cass Business School, Centre for Research on Communities and Culture
(Canterbury University), City University London, Cognizant,  European Journalism Observatory
(EJO), Eyewitness Media Hub, Facebook, FJUM (forum journalism and media, Vienna), German-
American Institutes, The Guardian, IBC Content Everywhere, Media Development Investment
20
 Fund, Middle East Broadcast Network (MBN), NESTA, Northwestern University in Qatar,  Online
Journalism Blog, Qatar Today, Street Fight, TEDx Reset (Turkey), Thomson Reuters Foundation, The
Reuters Institute for the Study of Journalism at Oxford University, the United Nations and Your
Middle East.

He has been interviewed by outlets such as AFP, BBC, CJR, Editor & Publisher, ESPN, Forbes, Index
on Censorship, Insider, Global Investigative Journalism Network (GIJN), NPR, The New York Times,
Wired, and the Reuters Institute for the Study of Journalism and quoted by outlets such as American
Press Institute, Arab News, The Idea (Atlantic Media), MediaPost, The National (UAE), Nieman Lab,
Poynter, Times of Oman, the World Bank and many others.

Damian remains an active journalist, writing for leading trade and other well-known media
companies. He has been a regular contributor to ZDNet (CBS + Red Ventures) since 2013 (90+
bylines) and What’s New In Publishing since early 2018 (100+ bylines).

To date, he has also presented 25 Demystifying Media podcasts, interviewing leading media scholars
and practitioners that he has hosted for multi-day site visits at the University of Oregon.

He writes about digital trends, social media, technology, the business of media, and the evolution of
journalism.

These themes are also at the heart of the Demystifying Media speaker series, which Damian curates. He
launched the series in January 2016, with the goal of bringing leading academics and industry professionals
to the SOJC. To date, more than 40 experts have participated in the program.

Outside of this series, Damian has chaired sessions, provided training, and spoken at events, around the
world including: USA (New York, Portland, Philadelphia, Colorado Springs, Albany; New York, Chicago and
Washington D.C.), UK (London, Edinburgh, Oxford, Cardiff, Belfast, Bristol), Europe (Paris, Strasbourg,
Vienna, Barcelona, Istanbul, Amsterdam, various cities in Germany) and the Middle East (Doha and Dubai)
and virtual efforts hosted in Asia (Chennai and Singapore).

Other bylines include: BBC College of Journalism (35 bylines), The Conversation (10 bylines), Digital
Content Next (10 bylines), HuffPo (12 bylines), International Journalists’ Network (22 bylines),
journalism.co.uk (26 bylines), and - prior to their closure - PBS MediaShift (14 bylines)
TheMediaBriefing (35 bylines) and Your Middle East (13 bylines). His work can also be read in
Columbia Journalism Review (CJR), Harvard's Nieman Lab, Poynter and other outlets.

Find out more about me via my website.

21
In case you forget, or don’t know, what I look like…

22
Additional Course Information: Accreditation Guidelines and Goals
The national accrediting agency for journalism education has required that all accredited journalism schools
assess student mastery of 12 core values and competencies that every graduate of a journalism and mass
communication program should possess.

According to the Accrediting Council on Education in Journalism and Mass Communication (AEJMC), all
graduates, irrespective of their particular specialization, should be able to:

1. Understand and apply the principles and laws of freedom of speech and press, for the country
in which the institution that invites ACEJMC is located, as well as receive instruction in and
understand the range of systems of freedom of expression around the world, including the right
to dissent, to monitor and criticize power, and to assemble and petition for redress of
grievances;

2. Demonstrate an understanding of the history and role of professionals and institutions

in shaping communications;

3. Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as

appropriate, other forms of diversity in domestic society in relation to mass
communications;

4. Demonstrate an understanding of the diversity of peoples and cultures and of the

significance and impact of mass communications in a global society;

5. Understand concepts and apply theories in the use and presentation of images and information;

6. Demonstrate an understanding of professional ethical principles and work ethically in pursuit

of truth, accuracy, fairness and diversity;

7. Think critically, creatively and independently;

8. Conduct research and evaluate information by methods appropriate to the

communications professions in which they work;

9. Write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve;
10. Critically evaluate their own work and that of others for accuracy and fairness,
clarity, appropriate style and grammatical correctness;

11. Apply basic numerical and statistical concepts;

12. Apply tools and technologies

23
Course Schedule and Assignments
This schedule is a draft and is subject to amendment. You will be made aware of any major changes if/when they
arise. Keep an eye on Canvas for the most up to date version of the syllabus and week-by-week modules.

Week Activities

1 Monday, 9/27
No class. In observance of Rosh Hashanah, classes begin on Tuesday,
September 27, 2022.

Wednesday, 9/29
● Introduction: Overview of the course.
• Getting to know each other
• Walkthrough syllabus
• Lesson/Takeaways from summer classes
• Where do you get the news from?
• Traits of a good journalist
• Traits of good reporting

Homework by Sunday, 11.59pm

● Getting to know each other (Padlet).
● Journalism Practice Module 1: Engagement Journalism

2 Monday, 10/3
● Recap: Engagement Journalism
● Padlet presentations
● Guest Speaker 1: Bethany Osborn and Skyla Pattern, Master’s Students SOJC ‘22)
> class leads Claire and Berit.
● Beat Memo set-up (for Weds))

Wednesday, 10/5
● Reflection on conversation with Bethany and Skyla.
● Show and Tell (Daman – Vox, Guardian Experience)
● Networking + Interview a Journalist Assignment
Task 2: Assignment due end of Week 4.

If time: creative writing exercises (trailers/shorts/places/people)

Homework by Sunday, 11.59pm

● Reflection Weeks 1+2
● Show and Tell (Daman - NYT Arson)

24
3 Monday, 10/10
 Instructors reflection on Week 1+2 takeaways.
 Beat Memo presentations
 Discussion on Networking + Informational Interviews (as needed)

 Introduction to Portfolios.
 Portfolio Analysis (in groups)
 Introduce About.Me assignment

Wednesday, 10/12
 Group Review of draft About.Me pages
 Show and Tell - Berit
 Intro to Live Reporting (exercises)

Homework by Sunday, 11.59pm

 Journalism Practice Module 2: Solutions Journalism

4 Monday, 10/17
● Recap: Solutions Journalism
● Guest Speaker 2: Hamed Aleaziz, SOJC ’05, Immigration Policy Reporter, The Los
Angeles Times, ex-BuzzFeed News, Mother Jones + others. > class leads Berit,
Xifan and Ashlyn.
● Show and Tell - Claire
● Slaying Linkedin + checklist + review exercise (pairs)
● Introduction to Big Issue assignment / How to Pitch

Wednesday, 10/19
● Big Issue pitches + discussion
● Interviewing and Finding Sources
In class discussion and exercise / intro sources template

Homework by Sunday, 11.59pm

● Task 2: Interview a Journalist Assignment due.
● Reflection Weeks 3+4

5 Monday, 10/24
25
 ● Instructors reflection on Weeks 3+ 4 takeaways.
● Guest Speaker 3: Marin Stuart, SOJC Masters ’21, BA ’20, Marketing Content Co-
ordinator for City of Eugene, Freelance Photographer and Videographer, > class
leads aj, Xifan and Casey.
● Discussion on freelancing.
● Job search exercise (pairs)

Wednesday, 10/26
● Show and Tell - Eric
● Using Medium (for your Big Issue submission)
● What are the components of reporting? (SPJ Code of Ethics)

Homework by Sunday, 11.59pm

● Task 5: About.Me due.
● Task 6: LinkedIn due.
● Sources Template for your Big Issue story

6 Monday, 10/31
● Big Issue check in.
● Guest Speaker 4: Renata Geraldo, SOJC ’20. Business Reporter at The Seattle
Times, ex Sacramento Business Journal, The Wall Street Journal and Bloomberg. >
class leads Sydney and Ashlyn.
● The value of revisions and editing – discussion + exercises

Wednesday, 11/2
● Show and Tell - Xifan
● Group feedback: Draft of Portfolio website
● Outline Paper Trail assignment – pairs, assigned targets etc.

Homework by Sunday, 11.59pm

● Journalism Practice Module 3: Public Records (Brent Walth)
● Reflection Weeks 5+6

7 Monday, 11/7
● Begin Paper Trail / Sleuth assignment. Meet offsite at 2.30pm – be on time!

26
 ● Meet at Lane County, OR Public Records. Circuit Court 125 E 8th Ave Eugene, OR
97401 http://courts.oregon.gov/Lane/Pages/i . Hours: 8AM-5PM PST

NB: We will finish at 3.30pm so you can al get back in time for any4pm classes.

Task 4: Paper Trail. Due end of Week 9. (Same as Big Issue)

Wednesday, 11/9
● Instructors reflection on Week 5+6 takeaways.
● Show and Tell (TBD)
● Guest Speaker 5: Cameron Derby, SOJC ’18, Sports Director KEZI 9 News – class
leads Casey and Eric
● Big Issue peer review + progress check (in pairs)

DUE - Task 6: Portfolio website due (note earlier date)

Homework by Sunday, 11.59pm

● Journalism Practice Module 4: Reporting on Native America

8 Monday, 11/14
● Recap: Reporting on Native America
● Show and Tell (TBD)
● Guest Speaker 6: Sierra Dawn McClain, SOJC Masters ’19, UO BA History ’18,
Capital Press Multimedia Reporter > class leads Claire and aj.
● Other TBD
● Submit draft of your Big Issue story.

Wednesday, 11/16
● No formal class. Instead, book time slots for 15 min x 1-1 discussion of your
Big Issue piece.

Homework by Sunday, 11.59pm

● Reflection Weeks 7+8

9 Monday, 11/21
● Instructors reflection on Week 7+8 takeaways.
● Show and Tell (TBD).

27
 ● Guest Speaker 7: Emily Chan, SOJC ’21 (PR and Advertising) Food and Dining
Reporter, Statesman Journal (Salem), Blogger. – class leads Eric and Bel.
 Making sense of transcripts - discussion and in-‐class exercise.

Wednesday, 11/23
NO CLASS = Thanksgiving

Homework by Sunday, 11.59pm

● Big Issue story submitted.
● Task 4: Final submission of Paper Trail assignment due.

10 Monday, 11/28
● Show and Tell (TBD)
● Discussion: Big Issue recap and lessons learned.
● Discussion: Paper Trail recap and lessons learned.
● Working with PR companies - discussion and in-‐class exercise.

Wednesday, 11/30
● Guest Speaker 8: Kayla Henderson Wood, SOJC 20 Master’s UC Berkeley J-
program ’23, Sacramento Observer, Le Chevalier Strategies, freelance > – class
leads Bel and Sydney.
● Making the most of your remaining time at the SOJC.
● End of term evaluation + takeaways.
● Instructors end of term reflection and takeaways.

Homework by Sunday, 11.59pm

● Task 1: End of term reflection / Beat Memo due.
● Week 10 reflection / End of Term reflection.

28
Recap: Assignments Tasks/Weighting (subject to revision/changes)
Activity Tasks % of Poin
grade ts
Writing 1. Beat Memo – Pt. 1 (you and your goals) 5% 50
2. Beat Memo – Pt. 2 (Interview a journalist) 5% 50
3. “Big Issue” 25% 250
35% 350
Research 4. Paper trail (pairs) 10% 100
10% 100
Portfolio 5. About.Me 3% 30
6. LinkedIn 5% 50
7. Portfolio website 12% 120
20% 200
Principles 8. Reflections on the craft of 10% 100
and journalism/class 10% 100
Practice
Engagement 9. Class participation 15% 150
10. Attendance 10% 100
25% 250
TOTAL 100% 1,000

29