ࡱ > z | y Fb bjbj 1 Z % [ [ [ [ [ o o o 8 t d o g : " $ # % [ [ [ ! B B B [ [ B B B B W+ o L B 7 0 g B Q& 6 Q& B B Q& [ V | B B g Q& ! : MMC 4501 Media Criticism
Fall 2013
Professor James F. Tracy
Office: CU 220
Office Hours: Monday, Thursday, 6:00-6:50PM, Wednesday 7:00-10:PM
Office Phone: (561) 297-6265
Email: HYPERLINK "mailto:JFTracy@fau.edu*" JFTracy@fau.edu*
Credit Hours: 3
Prerequisites: MMC 1540 or FIL 2000
COURSE DESCRIPTION
This class employs critical-cultural and historical perspectives to closely analyze and reconsider how mass media in the United States construct and represent significant historical events and political discourse. The information and stories related to us through media are a primary component of our lives. At the same time, powerful corporate and government forces play central roles in shaping issues and events the stuff of news. These institutional concerns have a woeful impact on public knowledge and our political system as a whole, and they comprise an underlying dynamic of news media that calls out for examination.
Required Texts (Available at Booksmart, Glades Road, Boca Raton):
Andersen, Robin. 2006. A Century of Media, A Century of War. New York: Peter Lang.
Cohen, Jeff. 2006. Cable News Confidential: My Misadventures in Corporate Media. Sausalito CA: PoliPoint Press LLC.
COURSE REQUIREMENTS
Exams (2). 15+25=40 percent
Two in-class essay exams will be given at midterm and at the conclusion of the term to test class participants on their comprehension of the material presented in readings, lectures, discussions, and videos. These exams will consist of two groups of essay questions where class participants will select one question each to write on. Essay question requires an essay response immediately informed by reading, lecture, and discussion material that satisfactorily demonstrates an understanding of such material. Prospective essay exam questions will be distributed via email 72 hours prior to each exam. Class participants will have a maximum of 90 minutes for the midterm and a full two-hour-and-fifty-minutes for the final exam. Please bring one Blue Book for each exam.
Sample Essay Question (From MMC4640 Spring 2007):
At the beginning of the twentieth century (1890s-1910s) there is a clear concern among elite thinkers about the rabble, or the crowd, and the possibilities of the public. A combination of robust immigration, political awareness and engagement, and social activism among the working class contributed to fears among the propertied and governing elite concerning the dangers of popular democracy. Still, many Progressive thinkers and writers maintain that such democracy, based on education, reason, and rational discourse and debate, was a realizable goal of modern society. By the 1920s a reorientation among key Progressives had occurred, and much of their erstwhile optimism regarding the public and democracy had vanished. Explain the key event(s) that contributed to this shift in orientation toward the public. Next, discuss another important event in recent history that, in one or more significant ways, parallels the one(s) youve chosen. Based on your response and some of the ideas weve covered thus far this term, are you optimistic about the prospects for democracy in the United States, as it is popularly understood? Why or why not? Use examples from course discussions, readings, lectures, and videos where appropriate to illustrate your response.
Discussion Group Individual Assignments
Reading Observations. (8 x 5) = 40 percent.
PLEASE NOTE: You cannot hope to pass this class without doing the readings and satisfactorily completing the Reading Observations. In order to earn a grade of C or higher you should be prepared to spend at least a few hours of your undivided attention per week studying assigned readings and completing your Reading Observation. Serious students often spend more.
At the beginning of the semester class participants will be assigned to a discussion group and remain in that group for the semesters duration. The discussion group is intended to foster interaction on lectures, videos, and readings in a more intimate setting both inside and outside of class. Each week numbered groups will summarize an assigned chapter or article, placing it in the context of other course content for the given meeting. For each week each group member will prepare a typed, double-spaced, one-and-one-half-to-two page observation on the weeks reading. The heading for this assignment should be single-spaced, placed at the top left-hand corner of the paper following this format (with your name and appropriate group number):
Jane Q. Student
Group 3
January 28
Cohen, Introduction: Embedded.
Printed copies of these observations are worth a total of five points each and will be collected twelve times throughout the semester. If you choose to hand in twelve assignments the lowest four scores from these will be dropped. No assignments will be accepted after the date the reading has been assigned. THESE PAPERS SHOULD NOT MERELY SUMMARIZE THE READING. Rather, observations or questions should aim to thoughtfully relate the given weeks reading to any previous reading selection, observation(s) from lecture or discussion, or a video viewed in class. These exercises may require some practice at first and will depend largely on your engagement with assigned readings and overall course content. Grammar and the succinctness and thoughtfulness of the question or observation will contribute to receiving full (or partial) credit. Groups will be given fifteen-to-twenty minutes at the beginning of each class to discuss the assignment among group members and members of other groups assigned the same reading, to prepare for presentation of their observations to the larger class. Keeping up with the readings, completing satisfactory reading observations and making consistent, meaningful and sincere contributions to in-class conversations with your group and other peers in class may also be thought of as preparation for the more comprehensive midterm and final exams.
Students should prepare to make thoughtful and sincere contributions to group and class discussions based on readings and related course content. Good conbributions are a sign of adequate preparation and will aim to further the discussion in some meaningful way.
Reading Quizzes (4 X 5): 20 percent.
While class participants only have to write an observation on their groups assigned reading, in order to intelligently contribute to group and class discussions they need to read all assigned readings listed on the syllabus for each meeting. Five unannounced quizzes on assigned reading material for the given week will be given on random dates at the start of class throughout the semester. These quizzes will be administered within the first five minutes of class (7:01 to 7:06PM) and will consist of five multiple-choice questions based on the readings assigned for the given week. Class participants who are more than five minutes late for class or absent on the day a quiz is given automatically relinquish their right to take the quiz. Each quiz question is worth one point toward the final course grade and the lowest of the five quiz scores will be dropped.
Grade Breakdown.
Exams (15 + 25): 40
Discussion Group Assignments (8 x 5): 40
Reading Quizzes (4 x 5): 20
Total: 100%
Corresponding Letter Grade Scale
95-100% = A
90-94 = A-
87-89 = B+
85-86 = B
80-84 = B-
77-79 = C+
75-76 = C
70-74 = C-
68-69 = D+
67= D
65-66= D-
<65= F
GENERAL COURSE POLICIES
Plagiarism and Academic Integrity
Code of Academic Integrity Students at Դɼ are expected to maintain the highest ethical standards. Dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility.
The FAU Code of Academic Integrity prohibits dishonesty and requires a faculty member, student, or staff member to notify an instructor when there is reason to believe dishonesty has occurred in a course/program requirement. The instructor must pursue any reasonable allegation, taking action where appropriate. Examples of academic dishonesty include, but are not limited to, the following:
(A) Cheating
1. The unauthorized use of notes, books, electronic devices, or other study aids while taking an examination or working on an assignment. 2. Providing unauthorized assistance to or receiving assistance from another student during an examination or while working on an assignment. 3. Having someone take an exam or complete an assignment in ones place, including in class iClicker questions. 4. Securing an exam, receiving an unauthorized copy of an exam, or sharing a copy of an exam.
5. Having another student use your iClicker.
(B) Plagiarism
1. The presentation of words from any other source or another person as ones own without proper quotation and citation. 2. Putting someone elses ideas or facts into your own words (paraphrasing) without proper citation. 3. Turning in someone elses work as ones own, including the buying and selling of term papers or assignments.
(C) Other Forms of Dishonesty
1. Falsifying or inventing information, data, or citations. 2. Failing to comply with examination regulations or failing to obey the instructions of an examination proctor. 3. Submitting the same paper or assignment, or part thereof, in more than one class without the written consent of both instructors. 4. Any other form of academic cheating, plagiarism, or dishonesty.
For full details of the FAU Code of Academic Integrity, see University Regulation 4.001 at HYPERLINK "http://www.fau.edu/ctl/4.001_Code_of_Academic_Integrity.pdf" http://www.fau.edu/ctl/4.001_Code_of_Academic_Integrity.pdf
______________________
*Please allow 48 hours for email response.
Absenteeism and Grading
All class participants will be granted one unexcused absence. Each subsequent absence without accompanying documentation by the students medical practitioner will reduce the total possible course grade by 5%. (For example, if the final course grade for all completed assignments is calculated at 80 points, or B-, one unexcused absence will reduce the grade by 4 points [80/20=4], dropping the final grade earned to 76 points, or C.) Every two instances of tardiness will translate to one unexcused absence and the above calculation will similarly apply to the final grade. Departing for no specified reason before the class period ends will translate to one unexcused absence.
Accommodations for religious observances and University recognized events will be excused but require advance notice.
Personal Electronic Devices (Cell-Phones, Laptop Computers)
Cellphones are not allowed in class. It is highly recommended that you not bring your cellphone to class. In the event that your cellphone rings during class you will be asked to leave class and dispose of your telephone in some fashion.
Since it is also hoped that we will develop a genuinely smart classroom throughout the term, laptop computers are also not allowed. If you wish to input your notes to a laptop computer you may do so during break or outside of class.
Class participants with Disabilities
Students with Disabilities: In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton SU 133 (561-297-3880), in Davie - LA 240 (954-236-1657), and follow all OSD procedures.
Student Complaints
Complaints regarding the course material or instruction in this course should first attempt to be resolved with the professor. If the issue cannot be resolved within the structure of the course, contact the director of the School of Communication at 561-297-3850.
Video Screenings
Some of the video programs viewed in class this term depict imagery of graphic carnage and violence. If you do not wish to view these videos please see the professor for an alternative reading and writing assignment.
CLASS SCHEDULE AND READINGS
August 29th
Class overview; Introductory; Discussion group assignments.
Screening: Why We Fight, Eugene Jarecki, director, 2005.
September 5th
Readings: Robin Andersen, Preface, pp. xi-xiv, Introduction, pp. xv-xxxi; Andersen, The Great War and the Fight Between Good and Evil: The Birth of War Propaganda, pp. 3-17.
Group 1: presents, leads discussion on Andersen, Preface, pp. xi-xiv, Introduction, pp. xv-xxxi.
Group 2: presents, leads discussion on Andersen, Preface, pp. xi-xiv, Introduction, pp. xv-xxxi.
Group 3: presents, leads discussion on Andersen, The Great War and the Fight between Good and Evil, pp. 3-17.
Group 4: presents, leads discussion on Andersen, The Great War and the Fight between Good and Evil, pp. 3-17.
Group 5: presents, leads discussion on Andersen, Preface, pp. xi-xiv, Introduction, pp. xv-xxxi.
Screening: Excerpt from Toxic Sludge is Good For You: The Public Relations Industry Unspun. Margo Robb/Media Education Foundation, producers, 2003; Center for Media and Democracy VNR Study, Democracy Now! WBAI, New York, April 6, 2006.
September 12th
Readings: Andersen, The Good Fight: From the First Draft to the Grand Narrative, pp. 19-33; Andersen, The Korean War: Remembering the Forgotten, pp. 35-46.
Group 1: presents, leads discussion on Andersen, The Good Fight: From the First Draft to the Grand Narrative, pp. 19-33
Group 2: presents, leads discussion on Andersen, The Korean War: Remembering the Forgotten, pp. 35-46.
Group 3: presents, leads discussion on Andersen, The Good Fight: From the First Draft to the Grand Narrative, pp. 19-33
Group 4: presents, leads discussion on Andersen, The Korean War: Remembering the Forgotten, pp. 35-46.
Group 5: presents, leads discussion on Andersen, The Good Fight: From the First Draft to the Grand Narrative, pp. 19-33
Screening: Excerpt from Vietnam: A Television History, Tet 1968, Austin Hoyt, dir., 1983; Democracy Now! Chris Hedges and Laila Al-Arian, Collateral Damage, WBAI, New York, June 11, 2008.
September 19th
Readings: Andersen, Vietnam: Shattered Illusions, pp. 47-65; Andersen, Visions of Instability: Telling Stories on Television News, pp. 69-82.
Group 1: Andersen, Visions of Instability, pp. 69-82.
Group 2: Andersen, Vietnam: Shattered Illusions, pp. 47-65
Group 3: Andersen, Visions of Instability, pp. 69-82.
Group 4: Andersen, Visions of Instability, pp. 69-82.
Group 5: Andersen, Vietnam: Shattered Illusions, pp. 47-65
Screening: One Bright Shining Moment: The Forgotten Summer of George McGovern, Part I, Stephen Vittoria, dir., 2006.
September 26th
Readings: Andersen, The Problem of Seeing and Believing: Empathy, Denial, and Wars Human Cost, pp. 83-102; Andersen, The Office of Public Diplomacy, pp. 103-117.
Group 1: Andersen, The Office of Public Diplomacy, pp. 103-117.
Group 2: Andersen, The Office of Public Diplomacy, pp. 103-117.
Group 3: Andersen, The Office of Public Diplomacy, pp. 103-117.
Group 4: Andersen, The Problem of Seeing and Believing, pp. 83-102
Group 5: Andersen, The Problem of Seeing and Believing, pp. 83-102
Screening: Excerpt from The Panama Deception, Barbara Trent, dir., 1991; Stealing a Nation, John Pilger, dir., 2004.
October 3rd
Readings: Andersen, Oliver North: The War Hero and the Scandal, pp. 129-145; Andersen, Dover Air Force Base, Press Pools, and the Panama Invasion, pp. 147-152; Andersen, Trading the First Amendment to Defeat the Vietnam Syndrome, pp. 155-168.
Group 1: Andersen, Oliver North, pp. 129-145.
Group 2: Andersen, Dover Air Force Base, pp. 147-152; Andersen, Trading the First Amendment, pp. 155-168.
Group 3: Andersen, Oliver North, pp. 129-145.
Group 4: Andersen, Dover Air Force Base, pp. 147-152; Andersen, Trading the First Amendment, pp. 155-168.
Group 5: Andersen, Dover Air Force Base, pp. 147-152; Andersen, Trading the First Amendment, pp. 155-168.
Screening: To Sell a War, Canadian Broadcasting Corporations Fifth Estate, 1992.
October 10th
Readings: Andersen, Consuming the Persian Gulf War: From Baby Incubators to Patriot Missiles, pp. 169-183; Andersen, CNN: 24 Hours of War, pp. 185-189.
Group 1: Andersen, Consuming the Persian Gulf War, pp. 169-183; Andersen, CNN, pp. 185-189.
Group 2: Andersen, Consuming the Persian Gulf War, pp. 169-183; Andersen, CNN, pp. 185-189.
Group 3: Andersen, Consuming the Persian Gulf War, pp. 169-183; Andersen, CNN, pp. 185-189.
Group 4: Andersen, Consuming the Persian Gulf War, pp. 169-183; Andersen, CNN, pp. 185-189.
Group 5: Andersen, Consuming the Persian Gulf War, pp. 169-183; Andersen, CNN, pp. 185-189.
Screening: Democracy Now! Joseph Stigletz, The $3 Trillion War, February 29, 2008,
WBAI, New York.
October 17th
Exam I
Exam I will take place from 7:00PM to 8:30PM. There is no break this evening. Students who finish Exam I before 8:30PM may excuse themselves until 8:30PM, at which time the screening below will take place.
Screening: Weapons of Mass Deception, Part I, Danny Schechter, dir., 2005.
October 24th
Readings: Jim Hightower (in Cohen), Foreward, pp. ix-xi; Jeff Cohen, Introduction: Embedded, pp. 1-7; Cohen, In the Crossfire, pp. 11-31.
Group 1: Cohen, In the Crossfire, pp. 11-31.
Group 2: Jim Hightower, Foreward, pp. ix-xi; Jeff Cohen, Introduction: Embedded, pp. 1-7.
Group 3: Jim Hightower, Foreward, pp. ix-xi; Jeff Cohen, Introduction: Embedded, pp. 1-7.
Group 4: Cohen, In the Crossfire, pp. 11-31.
Group 5: Jim Hightower, Foreward, pp. ix-xi; Jeff Cohen, Introduction: Embedded, pp. 1-7.
Screening: Outfoxed: Rupert Murdochs War on Journalism, Part II, Robert Greenwald, dir., 2004.
October 31st
Readings: Cohen, Star Search, pp. 33-49; Cohen, Murdochs Media Critic, pp. 53-73.
Group 1: Cohen, Star Search, pp. 33-49
Group 2: Cohen, Murdochs Media Critic, pp. 53-73.
Group 3: Cohen, Star Search, pp. 33-49
Group 4: Cohen, Murdochs Media Critic, pp. 53-73.
Group 5: Cohen, Star Search, pp. 33-49
Screening: Outfoxed: Rupert Murdochs War on Journalism, Part II, Robert Greenwald, dir., 2004.
November 7th
Readings: Cohen, Fair and Balanced, pp. 75-96; Cohen, Belly of the Beast, pp. 99-117.
Group 1: Cohen, Fair and Balanced, pp. 75-96.
Group 2: Cohen, Belly of the Beast, pp. 99-117.
Group 3: Cohen, Belly of the Beast, pp. 99-117.
Group 4: Cohen, Belly of the Beast, pp. 99-117.
Group 5: Cohen, Fair and Balanced, pp. 75-96.
Screening: Visit Palestine, Katie Barlow, dir., 2005.
November 14th
Readings: Andersen, From Tragedy to War after 9/11, pp. 197-209; Cohen, Inside the Sausage Factory, pp. 119-134.
Group 1: Cohen, Inside the Sausage Factory, pp. 119-134.
Group 2: Cohen, Inside the Sausage Factory, pp. 119-134.
Group 3: Cohen, Inside the Sausage Factory, pp. 119-134.
Group 4: Andersen, From Tragedy to War after 9/11,
Group 5: Andersen, From Tragedy to War after 9/11,
Screening: Phil Donahue, Democracy Now! WBAI, New York/Amy Goodman, producer, 2004.
November 21st
Readings: Cohen, Drums of War, pp. 135-151; Andersen, The Iraq Reality War: Embeds and Militainment, pp. 227-242.
Group 1: Cohen, Drums of War, pp. 135-151.
Group 2: Andersen, The Iraq Reality War, pp. 227-242.
Group 3: Andersen, The Iraq Reality War, pp. 227-242.
Group 4: Cohen, Drums of War, pp. 135-151.
Group 5: Andersen, The Iraq Reality War, pp. 227-242.
Screening: Link TV Spotlight / BBC International: Welcome to Tehran, Part II, Paul Sapin, dir., 2007.
November 28th
Thanksgiving
December 3rd
Readings: Andersen, Of Smart Weapons, Civilian Casualties and the Crimes of War: The Whole World (Except the United States) is Watching, pp. 259-277; Andersen Conclusion: War, Humanism and Democracy, pp. 301-317.
Group 1: Andersen Conclusion: War, Humanism and Democracy, pp. 301-317.
Group 2: Andersen Conclusion: War, Humanism and Democracy, pp. 301-317.
Group 3: Andersen, Of Smart Weapons, Civilian Casualties and the Crimes of War, pp. 259-277
Group 4: Andersen Conclusion: War, Humanism and Democracy, pp. 301-317.
Group 5: Andersen, Of Smart Weapons, Civilian Casualties and the Crimes of War, pp. 259-277
Screening: Letter to the Prime Minister, Julia Guest, dir., 2005.
December 10th
Exam II
Additional Reading Axlerod, Alan. 2009. Selling the Great War: The Making of American Propaganda. New York: Palgrave MacMillan.
Berman, Morris. 2007. Dark Ages America: The Final Phase of Empire. New York: W.W. Norton.
Bernays, Edward. 1925/2004. Propaganda. Ig Publishing.
Butler, Smedley D. 2003. War is a Racket. Feral House.
Cartalucci, Tony and Nile Bowie. 2012. War on Syria: Gateway to World War III. Scrib and Google Docs E-book. HYPERLINK "http://landdestroyer.blogspot.com/p/war-on-syria-gateway-to-wwiii.html" http://landdestroyer.blogspot.com/p/war-on-syria-gateway-to-wwiii.html
Chossudovsky, Michel and Andrew Gavin Marshall (Editors). 2010. The Global Economic Crisis: The Great Depression of the XXI Century. Ottawa: Global Research.
Creel, George. 1920/2012. How We Advertised America. Forgotten Books.
Engdahl, F. William. 2012. A Century of War: Anglo-American Oil Politics and the New World Order. Palm Desert CA: Progressive Press.
Erlich, Reese. 2010. Conversations with Terrorists: Middle East Leaders on Politics, Violence and Empire. Boulder CO: Paradigm Publishers.
Hallin, Daniel C. 1989. The Uncensored War: The Media and Vietnam. Berkeley: University of California Press.
Herman, Edward S. 1982. The Real Terror Network: Terrorism in Fact and Propaganda. Boston: South End Press. _________ and Noam Chomsky. 2002. Manufacturing Consent: The Political Economy of the Mass Media. New York: Pantheon.
Johnson, Chalmers. 2008. Nemesis: The Last Days of the American Republic. New York: Metropolitan.
Kinzer, Stephen. 2007. Overthrow: Americas Century of Regime Change From Hawaii to Iraq. New York: Times Books.
Klein, Naomi. 2008. The Shock Doctrine: The Rise of Disaster Capitalism. New York: Picador. Lippmann, Walter. 1922/1997. Public Opinion. New York: Free Press.
Nicols, John and Robert W. McChesney. 2006. Tragedy and Farce: How the Media Sell Wars, Spin Elections, and Destroy Democracy. New York: New Press.
Schmitz, David F. 2005. The Tet Offensive: Politics, War, and Public Opinion. Lanham, MD: Rowman and Littlefield.
Solomon, Norman. 2006. War Made Easy: How Presidents and Pundits Keep Spinning Us to Death. New York: John Wiley.
Zwicker, Barry. 2004. Towers of Deception: The Media Cover Up of 9/11. Gabriola Island BC: New Society Publishers.
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