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: RTV 4304
Advanced Broadcast Journalism
Dr. Kevin M. Petrich
Term: Spring 2013
Class Meeting Day, Time, and Location: R, 1:00 4:50PM, AT 419
Office: AT 823
Office Hours: M/W, 12:00PM 5:00PM; or by appointment
Office Phone: 954-762-5051
E-Mail: HYPERLINK "mailto:kpetrich@fau.edu"kpetrich@fau.edu
Teaching Assistants: Garrett Astler ( HYPERLINK "mailto:gastler@fau.edu" gastler@fau.edu) and Gavin Feller ( HYPERLINK "mailto:gfeller@fau.edu" gfeller@fau.edu)
Catalog Description: Advanced Instruction in gathering, writing, editing, and delivery of broadcast news. Advanced analysis of broadcast journalism as organizational activity. Prerequisites: Must have completed RTV 4301 Broadcast Journalism with a B or better. (4 credits)
Textbooks:
Kalbfeld, B. (2001). Associated Press broadcast news handbook. (1st ed.). New York:
McGraw-Hill.
Papper, R.A. (2013). Broadcast news and writing stylebook. (5th ed.). Boston: Pearson.
Other Required Materials to Purchase:
AA Batteries (for recorders used in gathering material for produced spot stories)
At least two flash drives (one for work on and submission of documentary first edit, one
for work on and submission of final edit)
Other Required Materials (Not for Purchase):
Rosenbaum, M.D., & Dinges, J. (1992). Sound reporting: The National Public Radio
guide to radio journalism and production (1st ed.). Dubuque, IA: Kendall/Hunt.
[These readings can be accessed through Blackboard.]
National Public Radios Daily Newsmagazine All Things Considered (This is the model
were emulating. Youre expected to listen to this program throughout the
semester. Log onto HYPERLINK "http://www.npr.org/programs/all-things-considered/" http://www.npr.org/programs/all-things-considered/).
Wavelengths Documentary Series Crosscurrents and Weekly Local Newsmagazine
South Florida Journal (Youre expected to listen to and be familiar with these
programs. Log onto HYPERLINK "http://proteus.fau.edu/wavelengths/html/archive/html"http://proteus.fau.edu/wavelengths/html/archive/html and
click on the links for Crosscurrents and South Florida Journal.)
Recommended Materials:
Audio Editing Software* (for audio mixing, editing, and processing at home)
*You might wish to acquire audio editing software for yourself and use it to produce course assignments at home, as a supplement or an alternative to reserving time in the Wavelengths studios. This also could prove to be worthwhile if your career plans encompass this type of work. While some software can be quite expensive, other software is available at no cost whatsoever. The latter, though less robust than the former, is serviceable for basic applications.
Course Objectives: This course is an opportunity build on the basic reporting, writing, and production approaches and techniques acquired in RTV 4301 Broadcast Journalism. Having successfully demonstrated your theoretical and practical understanding of these three fundamental components of broadcast news, youll now be furthering that understanding. Our objective, therefore, is to study and practice the process of preparing effective broadcast news material at an advanced level. By the end of the semester, you should be able to demonstrate an advanced theoretical and practical understanding of:
Story selection and development
Newsgathering
News writing
News delivery
News recording, editing, and production
Similarities and differences in commercial and noncommercial radio, in terms of each sectors attention to the above
Virtually all of the topics covered in this course are applicable not only to radio, but also to the Internet and to television. As it happens, Դɼs School of Communication & Multimedia Studies affords students the opportunity to gain practical experience through its Internet radio station, Wavelengths (HYPERLINK "http://proteus.fau.edu/wavelengths"http://proteus.fau.edu/wavelengths). Thus, our course will specifically focus on the practice of advanced broadcast journalism for radio and the Internet.
Course assignments will center on the production of the Wavelengths programs South Florida Journal and Crosscurrents. South Florida Journal is a weekly local news magazine, primarily focused on issues and events affecting citizens in Broward and Palm Beach Counties. Crosscurrents is a documentary series exploring important South Florida issues in much greater depth than does South Florida Journal.
Whereas your involvement with South Florida Journal during RTV 4301 was limited to learning the basics of broadcast news, youll now be applying those lessons with more sophistication.
In terms of story selection, during RTV 4301 you primarily reported stories assigned to you. Now youll take the initiative by choosing your own ideas for Crosscurrents pieces and pitching them to your instructor and classmates.
In terms of newsgathering, during RTV 4301 you relied fairly heavily upon the instructor and material assigned to you for ideas about sources and means of obtaining information from those sources. Now youll be taking the initiative, being more enterprising as you develop sources and obtain information. Youll also be expected to maintain a higher standard of sourcing (e.g., only using citizen interviews when they can truly advance a story substantivelyand not as a substitute for more credible, newsworthy sources).
In terms of news writing, during RTV 4301 you relied fairly heavily on the instructor for feedback, sometimes through a number of drafts, before arriving at a product mainly requiring polishing. Now youll be expected to begin the feedback process with something much closer to being considered finished.
In terms of news delivery, rather than self-monitoring you might have relied on your RTV 4301 instructor and classmates for feedback and ideas as you learned the fundamentals of vocal delivery. Now that youve developed more of an ear for effective broadcast vocal delivery, youll be expected to be more proactive in continuing to develop this element of your work.
In terms of news recording, editing, and production, during RTV 4301 you acquired basic skills, but often relied on the instructor to catch and fix rough cuts, inconsistent levels, etc. Now youll be expected to provide a more polished product. Youll also be expected to produce material with a greater level of technical sophistication (e.g., making effective use of ambient sound, crossfades, etc.).
In terms of the similarities and differences in commercial and noncommercial radio, during RTV 4301 you learned the basics of producing news stories by reporting for spots (i.e., 60-second pieces). Now youll be producing a piece (i.e., documentary) with greater depth (i.e., longer, more detailed, and more analytical) than you did with the spots.
Course Requirements: The very nature of this course is highly participatory. Adept broadcast journalism, after all, is something that must be practiced rather than simply acquired through reading course materials and listening to lectures.
Of course youre already familiar with the general topics for several of the class readings, but at a more elemental level and from a very different perspective. Your familiarity was acquired at an entry level and mainly with the mindset of a beginning reporter. You also needed to learn the material for exams. Now youll need to be thinking about this material not only as a reporter with more advanced skills, but also as an editor and producer who will be mentoring a new group of beginning broadcast journalism students.
Youll have an opportunity to think more deeply and holistically about the course materials significance and application. For instance, in reading about story editing in RTV 4301, you understandably approached the authors discussion as a beginning reporter whose concerns were limited to the requirements for an effective storya story that would pass muster with an editor. But this semester, youll BE an editor, meaning youll have to be more focused on the far wider range of concerns associated with the editing of a broadcast news program. This will be crucial because, in addition to reporting an in-depth piece this semester, youll also be editing and producing our classs primary product: South Florida Journal. Youll therefore undoubtedly find yourself applying course material in a more sophisticated manner in your own work, as well as in your mentoring of my current RTV 4301 students.
Assignments
Documentary 40%
Attendance / Participation 20%
South Florida Journal Production 20%
Final Exam 20%
Documentary (40%): At the end of the semester, you will submit a documentary of at least 12 minutes in length. The project will explore a significant and timely topic of interest to a local audience. It should also display unity and coherence.
For mini-documentary projects:
Each documentary must run minimum of 12 minutes.
Each documentary must offer a minimum of twenty-four unique attributions (i.e., references to twenty-four different news sources) and a minimum of sixteen actualities (i.e., sound bites) of voices other than your ownactualities whose function is equivalent to that of newspaper quotes. Each unique bite voice will count once toward your total of unique attributions. So while a voice heard in two sound bites counts twice toward your total sound bites, it only counts once toward your total attributions. Yet not every attribution must necessarily be a sound bite. You could, for example, have twenty-four attributions, of which sixteen are sound bite voices. The remaining eight could be sources such as organization Web sites, newspapers, etc. youve used to obtain factual information or quotes.
The required minimum number of sound bites must be gathered from your contacts with news sourcesnot drawn from radio or TV news broadcasts, Internet sites, etc. You may use material from these other sources. But any bites not resulting from your own contacts with news sources will not be counted toward the minimum of sound bites.
Each documentary must make creative and adept use of ambient sound.
A documentary should be covered in person when possible, relying on the telephone primarily for the purposes of making initial contacts, arranging appointments, and/or checking facts. Arrange personal interviews, attend meetings, cover speeches, and make a point of being present for news conferences pertaining to your beat. The telephone should be regarded as a last resort for obtaining sound bites. The telephone is often a lazy and/or procrastinating reporters crutch. And pieces utilizing material recorded from the phone will be graded with this in mind.
Strive for newsworthiness and timeliness. Read current local newspapers and/or magazines. Also check the Internet. But if you use ANY written source material, you will need to include this material when you submit your projects first and final edits to the instructor.
Documentaries must relate to local (Palm Beach and/or Broward) issues.
Documentaries are to be news piecesnot public relations (PR) pieces masquerading as news pieces. One sure way to avoid producing a PR piece is to approach each story with a healthy dose of skepticism. When developing a potential story idea, ask yourself the ten questions posed by our textbook. These ten questions are also posted on Blackboard.
Each class meeting, students assigned to present their first edit of their documentary that week will be expected to turn in (1) a jump drive of their produced piece; (2) two copies of the script for their pieces lead, which must be typed and at least double-spaced on a page separate from the script for the documentary; (3) two copies of the script for their documentary; (4) notes made while preparing their documentary; (5) raw interviews gathered for the documentary; (6) copies of any other materials used in reporting and writing their documentary. PLEASE SUBMIT ALL OF THIS IN A PORTFOLIO, BINDER, OR OTHER MEANS OF STORAGE/CONVEYANCE THAT APPEARS PROFESSIONAL AND KEEPS EVERYTHING ORGANIZED. These materials, along with the instructors comments, will be returned at the next class meeting. Students not assigned to present a first edit of their documentary in a given week are expected to be particularly attentive, focused, and constructive during the in-class critiques of other students work that week.
Content must be strong in its analysis of subject and provision of support, as well as in its organization.
Technical quality is vital. Documentaries must have matched levels, smooth edits, flawless narration, and well-recorded interviews.
Writing quality is vital. Grammar must be flawless. Style must be conversational and engaging.
In short, all of the elements of advanced broadcast journalism discussed this semester must be in order here!
All materials for the project (research, notes, raw interviews, script, final produced piece, etc.) are to be included in a portfolio, and submitted at the end of the semester.
In addition, each portfolio should include the students typed (minimum of two pages, double-spaced) self-assessment of their work. This self-assessment should be an honest expression of what the student has learned from the semester. It should not be a re-hash of comments from the instructors critique of the students first edit.
The grade for each project will be based on the quality of the final edit, as well as: the extent to which the students final edit represents an improvement over their first edit, the number and relative importance of skills still in need of improvement after the final edit, the quality of the self-assessment, and the presentational quality of the portfolio.
The first edit of a documentary is each students one and only opportunity to receive the instructors detailed feedback concerning the students project. If a student should fail to submit their first edit by the deadline for their first edit, then, barring extenuating circumstances (e.g., illness, family death, court appearance, etc.) outlined elsewhere in this syllabus, the grade on their mini-documentarys final edit will be lowered by one letter-grade (e.g., from an A to a B, from a B to a C, etc.). Any student in this circumstance will also forfeit their right to a timely (i.e., by the next class meeting) return of their materials along with the instructors critique. The materials and critique related to a first edit not submitted by deadline will be returned at the instructors convenience.
It is expected that completed projects will air on the Wavelengths documentary series, Crosscurrents.
Attendance/Participation (20%): Your participation in this course will be integral to the instructors ability to maintain his ambitious objectives with his current RTV 4301 course. But it will also be integral to your further development as a journalist. Youll be mentoring current RTV 4301 students and assisting the instructor as he oversees in-class work. As such, regular attendance and participation during RTV 4301 class meetings will be essential. But please note that attendance does not automatically constitute participation. Participation will be graded based on the quantity and quality of a students contribution to classroom discussion, as well as group activities during class. The following guidelines will be used to determine the grade:
A
In most every class, the student offers comments, answers questions, and engages in discussion by responding to comments about the material--comments by both the professor and other students.
In most every class, participation indicates excellent preparation. Comments, questions, and discussion reflect that student has done reading and understands key ideas and arguments, also going beyond the material in raising questions and offering additional insights that reflect an intellectual maturity.
In most every class, the student demonstrates a high level of engagement in activities, indicating an exceptional synthesis of the course materials theoretical and practical aspects.
Participates in no distracting sidebar conversations, text-messaging or other usage of cell phones or laptop computers, incidents of note-passing during class discussions, or any other activities (inside or outside of the classroom) that interfere with the educational mission within the classroom.
Qualifies for an A in attendance.
B
In a majority of the classes, the student offers comments, answers questions, and engages in discussion by responding to comments made about the material--comments by both the professor and other students.
In a majority of classes, participation indicates very good preparation. Comments, questions, and discussion reflect that student has done reading and understands key ideas and arguments.
In a majority of the classes, the student demonstrates a high level of engagement in activities, indicating an above-average synthesis of the course materials theoretical and practical aspects.
Participates in no distracting sidebar conversations, text-messaging or other usage of cell phones or laptop computers, incidents of note-passing during class discussions, or any other activities (inside or outside of the classroom) that interfere with the educational mission within the classroom.
Qualifies for at least a B in attendance.
C
In some of the classes, the student offers comments, answers questions, and engages in discussion by responding to comments made about the material--comments by both the professor and other students.
In most classes, participation indicates average preparation. Comments, questions, and discussion reflect that student has done reading but does not adequately grasp some of the key ideas and arguments.
In some of the classes, the student demonstrates engagement in activities, but at a level indicating inadequate synthesis of some of the course materials theoretical and practical aspects.
Participates in no distracting sidebar conversations, text-messaging or other usage of cell phones or laptop computers, incidents of note-passing during class discussions, or any other activities (inside or outside of the classroom) that interfere with the educational mission within the classroom.
Qualifies for at least a C in attendance.
D
The student rarely offers comments, answers questions, and engages in discussion by responding to comments made about the material--comments by both the professor and other students.
In most classes, participation indicates poor preparation. Comments, questions, and discussion reflect that student has not done reading or has done reading in such a way that few of the key ideas or arguments are grasped.
The student rarely demonstrates engagement in activities, indicating either a lack of interest or a lack of preparation.
Participates in no distracting sidebar conversations, text-messaging or other usage of cell phones or laptop computers, incidents of note passing during class discussions, or any other activities (inside or outside of the classroom) that interfere with the educational mission within the classroom.
Qualifies for at least a D in attendance.
South Florida Journal Production (20%): Outside of class, during those weeks in which you are not submitting stories, you will be responsible for editing and/or producing South Florida Journal. The grading for this portion of your course assignments will be based on the extent to which your work is completed in a timely fashion, indicative of a firm grounding in course concepts, and completed with only a reasonable amount of direction and polishing by the instructor. You and your classmates will be playing a lead role in the production of each weeks SFJ this semester. We will discuss this further in class during the first few weeks of the semester.
Final Exam (20%): At the end of the semester youll complete a written final examination applying course readings to your experience as a reporter, editor, and producer in this course. You will need to synthesize course concepts and course experiences. Youll relate major concepts and passages from course readings to your experiencesexperiences as a relatively advanced reporter, as well as an editor, a producer, and a mentor. Well discuss details of the exam in class.
Grading:
The professor will use contemporary broadcast newsroom standards in evaluating student work. To do any less would be a disservice, particularly to those desiring a career in broadcast journalism or any other media profession. Hence it is expected that, over the course of the semester, the quality of your assignments shall compare increasingly favorably with that of a beginning professional broadcast journalist.
Grading Scale:
93-100 = A
= A-
= B+
= B
= B-
= C+
= C
= C-
= D+
= D
= D-
0-59 = F
Attendance: Roll will be taken at the beginning of each class meeting. If you arrive late, be sure to remind the professor after class or during a break, as a tardy will count for a smaller deduction than will an absence. Three instances of tardiness will be counted as an absence. Absences will be excused in the event of a verifiably legitimate emergency, such as an illness or a court appearance.
AN ABSENCE IS NOT CONSIDERED EXCUSED WHEN A STUDENT SIMPLY NOTIFIES THE PROFESSOR THAT HE OR SHE IS GOING TO MISS CLASS, IS MISSING CLASS, OR HAS MISSED CLASS. THIS CONSTITUTES A COMMON COURTESY, BUT NOT AN EXCUSED ABSENCE. IT ONLY BECOMES AN EXCUSED ABSENCE WHEN, IN WRITING, THE PROFESSOR SAYS, THIS IS AN EXCUSED ABSENCE. THE PROFESSOR WILL BE HAPPY TO PROVIDE A WRITTEN MESSAGE TO THIS EFFECT UPON REQUEST. SIMPLY E-MAIL YOUR REQUEST FOR A REPLY CONTAINING NOTIFICATION THAT AN ABSENCE HAS BEEN EXCUSED.
Checkout of Equipment: Flash recorders may be checked out for use in documentary projects. They may be checked out for the entire semester, but must be returned by the end of the semester.
ANY STUDENT MODIFYING, DAMAGING, OR LOSING EQUIPMENT CHECKED OUT TO THEM WILL BE RESPONSIBLE FOR ANY EXPENSE NECESSARY TO RESTORE, REPAIR, OR REPLACE SAID EQUIPMENT. THIS IS EXPLICIT IN THE AGREEMENT SIGNED BY THE STUDENT WHEN CHECKING OUT EQUIPMENT.
Use of Askew Tower 410, 411, 412, and 413 Studio/Lab Facilities: Students may reserve lab facilities for production work during established and posted hours of the week. Askew 410, 411, and 413, in particular, are intended for such use. But no student will be permitted to use the labs outside of the scheduled hours established for the current semester and posted on the bulletin board opposite the door to Askew 412. There will be no exceptions to this policy. Depending upon the seriousness of the infraction, any student found to have violated this policy will be subject to penalties ranging from grade deductions to referral for disciplinary action by the university.
Submission of Assignments: ALL written and produced assignments are to be submitted in hard copy (paper and recorded) form. E-mailed attachments will be accepted only when specifically requested, as in a draft for an assignment. Please do not ask the professor to make exceptions. The wisest policy is to avoid exceptional circumstances by not procrastinating and by frequently saving and backing up your computer work on a flash drive, an external hard drive, a CD, etc. The professor will listen sympathetically to stories of crashed computers and malfunctioning or dead printers, but, unless specifically assigned or requested, will not regard such stories as excuses for turning in written or recorded assignments in any form other than hard copy.
All recorded assignments are to be submitted on a flash drive in WAV, an uncompressed audionot dataformat, at a sampling rate of 44,100hz and at a resolution of 16bits. Adherence to this format should facilitate easy use in class discussions of student work, as well as in production of South Florida Journal and other Wavelengths programming showcasing such work.
If the appropriate software or hardware is unavailable at home, projects may be produced at the Wavelengths studios. Just remember to reserve studio time for this purpose.
For grading purposes, any assignment not submitted when due, and in accordance with assignment requirements, will be counted as a 0 (i.e., zero) for that assignment. And any assignment meriting such treatment shall remain with a grade of zero. It will be ineligible for any type of upgradewhether through make-up, extra credit, etc. The only exceptions, as stated elsewhere in this syllabus, will be in cases of absence that the professor can verify as legitimately excusable.
Late Work: No makeup exams will be given. No late assignments will be accepted for grading purposes. Stories of computer crashes and printer problems will be listened to with a sympathetic ear, but will not be accepted as excuses for late work. The only exceptions to this policy concerning late work will be in cases where an absence has been excused.
Academic Dishonesty: Each student will be expected to do his or her own work. Academic irregularities are covered by Դɼs (FAUs) academic policies, and will be dealt with as indicated in FAUs most recent undergraduate catalog.
The most common form of academic dishonesty is plagiarism. At root, plagiarism is the use of someone elses work or ideas without offering appropriate acknowledgment. This frequently involves a student submitting written work (papers, exams, etc.) in which brief or lengthy passages are actually taken from other sources and presented by that student as though these elements were of the students own creation. In a broadcast journalism course, plagiarism can take a variety of forms.
One type of journalistic plagiarism involves use of brief or lengthy passages from other sources without crediting those sources. A student, for example, might wish to use information found in a newspaper, broadcast, or Internet story. However, should the story idea itself and/or substantial portions of information emanate from one source, credit must be given to that source.
Giving credit to the source of material used in a students story, however, isnt sufficient. Another form of plagiarism is committed when a student credits a source but then uses the sources material (other than a quote) verbatim. If the material isnt a quote, then it must be credited AND substantially rewritten. A student must not credit a newspaper, for example, and then repeat verbatim what another reporter writes in that newspaper.
Fabrication is another potential type of academic dishonesty violating standards of ethical journalistic practice. For example, a student might report an event that never took place or was never expected to take place. Or, finding it difficult to obtain an interview, a student might ask a family member, friend, roommate, or classmate to pose as the otherwise unobtainable interviewee. Both of these situations would be examples of fabrication. And fabrication is no less an egregious offense than is plagiarism.
New York Times reporter Jayson Blair recently made headlines when he was caught plagiarizing and fabricating stories. Blair and his employer suffered a loss of credibility; Blair lost his job. Such conduct in this course will be taken just as seriously.
At minimum, the professor considers academic dishonesty in this course ample justification for a grade of F on a specific assignment. And depending on the situation (e.g., extent of the offense, weight of assignment, past offenses, etc.), such a violation also could be grounds for a course grade of F, as well as for referral for expulsion from the multimedia journalism track or from the university.
FAU 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. For more information, see
HYPERLINK "http://wise.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" http://wise.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf
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.
4. Securing an exam, receiving an unauthorized copy of an exam, or sharing a
copy of an exam.
(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://wise.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" http://wise.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf
Students with Disabilities: In compliance with the Americans with Disabilities Act (ADA) , students who, due to a disability, require special accommodations 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 (954-236-1222), in Jupiter - SR 117 (561-799-8585), or at the Treasure Coast JU 312 (772-873-3441), and follow all OSD procedures.
Course Outline
August
Thursday 23 Course Orientation
Thursday 30 Hardware/Software Workshop
Papper Chapter 2: News
September
Thursday 6 Hardware/Software Workshop
Papper Chapter 3: Readability
Papper Chapter 4: Words
Thursday 13 Hardware/Software Workshop
Papper Chapter 5: Phrases and Phrasing
Papper Chapter 6: Sentences
Thursday 20 Papper Chapter 9: Working with and Gathering Bites, Actualities
and Natural Sound
Papper Chapter 10: Interviewing
Thursday 27 Papper Chapter 7: Leads and Endings
Papper Chapter 8: Stories
October
Thursday 4 Papper Chapter 21: Teases and Promos
Papper Chapter 22: Ethics and the RTDNA Code of Ethics and
Professional Conduct
Thursday 11 Presentations of Documentary First Edits
Thursday 18 Mid-semester BreakNo Class
Thursday 25 Blackboard Reading Assignment: Conceiving Features: One Reporters
Style, by Robert Krulwich
Blackboard Reading Assignment: Producing Features, by Deborah Amos
Blackboard Reading Assignment: Studio Production, by Skip Pizzi
November
Thursday 1 Presentations of Documentary Final Edits
Thursday 8 Presentations of Documentary Final Edits
Thursday 15 Presentations of Documentary Final Edits
Thursday 22 Thanksgiving HolidayNo Class
Thursday 29 Final Exam
PAGE
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