Syllabus for TVF 408 Broadcast News 3 Credit Hours Fall 2015

Syllabus for TVF 408 Broadcast News 3 Credit Hours Fall 2015 I. COURSE DESCRIPTION Studies basic broadcast journalism, its tools, and techniques. Examines the factors that determine the value of news and how news is gathered and disseminated. Provides experience in writing news for broadcast and in delivering news in an "On Air" situation. Presents a Christian perspective and teaches responsibility as a Christian in the field of broadcasting. Prerequisites: JRN 107, 205, 317; TVF 127 and typing ability. Course fee: $40. II. COURSE GOALS This course is designed to help the student do the following: A. Attain a firm working knowledge of how to gather, sort, and write news in a broadcast journalism style. B. Gain experience on how to properly deliver the news in a radio environment. C. Develop a critical eye for what news is and a discernment for choosing the proper news stories based on the needs of a specific audience. D. Develop proper attitudes towards news and the Christian's responsibility as a "Gatekeeper" of news information. E. Develop an appreciation of well written and well produced television news programs and the skills of a professional broadcast journalist. III. STUDENT LEARNING OUTCOMES FOR THIS COURSE After successfully completing each chapter, the student will be able to do the following: A. Chapter One -- "Introduction" 1. List and describe the five audience expectations of news reports. (pp. 3-4) 2. List and describe the four factors which shape news judgment. (pp. 4-5) 3. List and describe the twelve primary characteristics that determine newsworthiness. (pp. 5-7) 4. Explain the special characteristics of broadcast news. (pp. 8-9) 5. Describe the changes new technology has initiated in the way broadcast news is compiled, written, edited, and presented. (pp. 10-12) B. Chapter Two -- "Broadcast News Writing Style" 1. List and explain the problems created with incorrect spelling. (p. 15) 2. State the generally accepted broadcast rules for capitalization, typing, split words and sentences, punctuation, and emphasis. (pp. 15-20) 3. Explain the importance of correct punctuation of words and recognize the phonetic Last revision: Spr 2014-ML

symbols identified by the wire services as suitable for use in pronouncers. (pp. 16-20) 4. List the guidelines for using numbers in broadcast news stories. (pp. 21-24) 5. Define phonetic spelling. (p. 21) 6. Explain the rule in using abbreviations and acronyms. (p. 24) 7. Define attribution, explain the rule of attribution in broadcast journalism, state when and how to attribute. (pp. 24-25) 8. List the five situations for using attribution. (pp. 24-28) 9. Explain the rule regarding use of broadcast copy marks. (p. 28) 10. List and describe the functions that computers will add to the broadcast news room. (pp. 28-31) C. Chapter Three -- "Broadcast News Copy Mechanics and Scripting Formats" 1. List and describe the general broadcast guidelines for preparing radio and television news copy. (pp. 36-37) 2. Describe a copy slug and explain its purpose. (pp. 37-38) 3. Demonstrate the ability to figure TRT (Total Running Time) of a story by adding the lines of copy and adding to that the amount of tape material used. (pp. 38-39) 4. Describe and illustrate the following scripting formats: readers, actualities, voicers, wraps, live reports, and the use of natural sound. (pp. 40-45) 5. Discuss the principle television news writing formats including readers, copy with graphics, voice overs, copy with soundbites, reporter packages, live reports, and on-set reports. (pp. 51-60) D. Chapter Four -- "Leads" 1. Define the term lead and list three purposes for a good lead. (p. 70) 2. List and describe the ten key elements of a story that a good lead can be based on. (pp. 71-75) 3. Identify, describe, and illustrate the broad categories into which most leads fall. (pp. 75-79) 4. Identify the two criteria that determines what type of lead to use. (p. 80) 5. List and describe the checklist that can be used in writing effective broadcast news story leads. (p. 80) E. Chapter Five -- "Story Structure" 1. Identify and describe the steps in the process for developing, writing, and structuring the first version of a news story. (pp. 89-90) 2. Identify and describe the techniques that will help you select and place information in news stories. (pp. 90-94) 3. Explain the importance of form in a news story and list the structural requirements for the rest of a broadcast news story. (pp. 94-96) 4. Explain the importance of a good ending to a story and describe various types of endings that a story can have. (pp. 97-99) 5. List and describe the organizational patterns that help form the basic story structure. (pp. 99-101) F. Chapter Six -- "Words" 1. Describe and illustrate the essential concepts for selecting and using words more 2

effectively in broadcast news copy including being clear, precise, concise, concrete, conversational, and readable. (pp. 108-116) 2. List and describe the two types of words that really count in broadcast writing. (p. 117) 3. List the four ways to add color to broadcast news copy. (p. 118) 4. State the general rules for expressing opinions and maintaining objectivity when writing for broadcast. (pp. 118-120) 5. Describe how to apply the standard rules of grammar to the special requirements of broadcast news writing. (pp. 120-126) G. Chapter Seven -- "Sentences" 1. Demonstrate your understanding of simplifying sentence structure by rewriting several stories using short declarative sentences that follow the rule of subject, followed by verb, followed by object. (p. 128) 2. Explain the rules of parallel sentence construction, sentence fragments, word emphasis, and time tags as they relate to writing for broadcast. (pp. 129-132) 3. In regard to clarity, explain the rules of simplicity, conciseness, phrases and clauses, and misplaced modifiers as they relate to writing for broadcast. (pp. 132-138) 4. Explain the suggestions for proper use of pace, rhythm, and flow in regards to sentence structure. (pp. 138-140) H. Chapter Eight -- "Rewriting Copy" 1. List the reasons stated in your text for rewriting copy. (pp. 142-147) 2. Demonstrate understanding of rewriting techniques by giving examples of the following: finding a new angle, multiple angles for the same story, updating breaking stories, follow ups on earlier reports, tie backs to original stories, customizing news copy, and localizing distant stories. (pp. 142-147) 3. Demonstrate understanding of the various applications of rewriting situations by rewriting copy, rewriting other copy (wire services, news releases, and announcements), rewriting overnight and same day copy, and providing local angles to distant stories. (pp. 147-159) I. Chapter Nine -- "Identifying and Organizing News Services" 1. List and describe the three general categories of news sources mentioned by your text. (p. 162) 2. Give examples of news resources available to the general public. (p. 162) 3. Give examples of private news sources available to the broadcast journalist. (pp. 165-175) 4. Use the suggestions given in the text for handling any handout material. (pp. 166-167) 5. List and explain the advantages newspaper subscriptions give to broadcast journalists. (p. 168) 6. List and explain the disadvantages associated with the use of newspaper stories for broadcast reports. (p. 169) 7. Define the terms databases and electronic bulletin boards. (p. 169) 8. List and explain the positives of a wire service to a broadcast news operation. (pp. 171-172) 3

9. List the alternative ways that wire copy can be used in a broadcast journalism news room. (pp. 172-173) 10. Give examples of sources of news and information that operate from within most broadcast news rooms. (p. 175) 11. List three steps of organizing news sources. (p. 177) 12. List the five steps to handling information mentioned in the text. (p. 179) J. Chapter Ten -- "Developing News Sources" 1. Identify the three key methods of digging stories out of routine daily events. (p. 181) 2. List the nine suggestions stated in the text for proper observation of news information. (pp. 181-183) 3. Explain the reasons interviews can be an important tool for the reporter. (p. 183) 4. Discuss the importance of preparing for an interview. (pp. 183-184) 5. List the seven suggestions the text gives for conducting telephone interviews. (p. 185) 6. List the nineteen suggestions the text gives for asking worthwhile questions in an interview situation. (pp. 185-186) 7. List the five suggestions for interview strategies suggested by the text. (pp. 187-188) 8. Describe the four things needed to do following the interview. (pp. 188-189) 9. Identify the two beat systems in common use in the news room. (p. 189) 10. Define the term "call sheets." (p. 190) 11. List and describe the three guidelines given by the text for effectively using call sheets to develop news sources. (p. 190) 12. Explain the process involved in deciding who to cultivate as a news source and how to cultivate them. (pp. 190-191) 13. Explain the ground rules for handling situations of reluctance to comment and confidentiality and anonymity. (pp. 192-193) 14. Define the term enterprising in regards to developing news stories and give some examples of how a reporter can cultivate an enterprising spirit. (pp. 194-195) K. Chapter Eleven -- "Broadcast Newsroom Organization and Operation" 1. List the two craft unions that engineers and technicians generally belong to at larger newsrooms. (p. 204) 2. List the two craft unions that reporters and on-air talent usually belong to at larger newsrooms. (pp. 204-205) 3. List the three components necessary for a well organized newsroom. (p. 206) 4. Define the responsibilities of the news director, assistant news director, assignment manager, reporters, photojournalists, writers, producers, technicians, and on-air talent. (p. 212) 5. List and explain the responsibilities of the assignment manager in monitoring the day's news developments and coverage. (pp. 206-209) 6. List and explain the responsibilities of the reporter once a story assignment has been made in a middle management television news operation. (p. 210) 7. List the positions and define the responsibilities of the staff of larger market and network news operations. (pp. 213-214) 8. List and describe the six phases of a typical news story production. (pp. 215-222) L. Chapter Twelve -- "Radio Reporting" 4

1. Explain the importance and value of sound in radio news. (pp. 223-224) 2. List and describe the various uses of sound in radio news. (pp. 224-226) 3. Define the following terms: ambient, background, wild, raw, and nat sound. (p. 226) 4. Describe the basic equipment and techniques used to gather, record, file, process, store, and edit audio material. (pp. 230-234) 5. Name the two types of questions and answers used regularly as actualities in radio news reporting. (p. 227) 6. Explain the terms voicer and wraparound reports. (pp. 228-229) 7. List the considerations mentioned by the text for people considering buying their own equipment or who are responsible for purchasing equipment for their station. (pp. 231-232) 8. List the maintenance checks suggested by the text for keeping your equipment in good repair. (pp. 232-234) 9. List the standard steps used to file field produced stories that include audio. (p. 235) 10. List and describe the common abbreviations used on actuality logs. (p. 235) 11. List and explain the editing suggestions given by the text. (p. 237) 12. Describe the challenge of integrating sound into news copy. (p. 238) 13. Define the terms lead-in, toss, and write out. (pp. 239-243) M. Chapter Thirteen -- "Television Reporting" 1. Describe the importance and value of video in television news. (pp. 247-248) 2. Describe the following terms: character generator, electronic still storer, soundbite, key, super, SOT, VO, B-roll, stand-up, package and natural sound. (pp. 248-249) 3. Define the abbreviations ENG or EFP. (p. 249) 4. List and describe the types of video formats used to gather news material for broadcast. (p. 249) 5. List six ways suggested by the text to improve reporter-photojournalist relationships. (pp. 250-251) 6. Define the three steps/phases of covering stories more efficiently. (p. 252) 7. List the four suggestions given by the text for determining your needs when covering a television news story. (p. 253) 8. List and explain the suggestions given by the text for shooting video. (pp. 253-254) 9. List and explain three ways to avoid jump cuts. (p. 255) 10. Describe the types of shots needed before starting to edit television interviews. (p. 256) 11. Define the terms shot sheet or log. (p. 255) 12. List the video-only suggestions that make the television interview process smoother and more effective. (p. 257) 13. List the suggestions that make television video newsgathering efficient, easy, and noticeably effective. (pp. 257-258) 14. List the five factors that determine the process preferred by a particular newsroom in preparing a story. (pp. 258-259) 15. List and describe the steps used to assemble most television news stories involving videotape material. (pp. 259-260) 16. Summarize the general rules for visual continuity and progression for shooting and assembling a video news package. (pp. 260-261) 17. Explain the challenge one faces when trying to combine picture and sound with a 5

composite viewpoint for a story. (p. 261) 18. Describe the process of writing a lead-in for a television news story. (pp.262-265) 19. List and describe the general rules one must follow in effective use of television graphics. (pp. 265-270) 20. List the suggestions provided by the text for guidance in writing effective narration and voice over copy. (pp. 270-271) 21. Define the term "stand-up." (pp. 271-272) 22. Describe the traditional structure of a package report according to the text. (pp. 273-274) N. Chapter Fourteen -- "Live Reporting" 1. Explain the value of live reporting. (pp. 279-280) 2. Describe the texts suggested ways to structure a live report. (p. 280) 3. Recall the eight techniques the text suggested to make live interviews easier to do and provide more worthwhile information. (p. 281) 4. List the four requirements for live news coverage and the three requirements for successful live reports. (pp. 281-282) 5. List the two essential rules for live reports mentioned in the text. (p. 282) 6. Define the term "Toss." (p. 284) 7. Describe the types of equipment the broadcast journalist must be familiar with in live reporting. (pp. 285-286) 8. Describe what an IFB is, as well as its purpose. (p. 286) 9. List the nine specific skills/techniques that a broadcast reporter should develop to enhance "live" on-air presentations. (pp. 287-288) 10. List the characteristics of vocal delivery that can be identified and monitored. (pp. 288-289) 11. Explain why looks are important to a broadcast journalist. (pp. 289-290) 12. List the ten suggestions given by the text to improve your ability to adlib and speak extemporaneously. (p. 290) O. Chapter Fifteen -- "Routine Coverage" 1. Name the three situations in the business community where someone is likely to say something newsworthy. (p. 294) 2. Name the two types of events that can be identified on the basis of the nature of the group scheduling the session. (p. 295) 3. List the reporting techniques used to cover meetings, speeches, and news conferences. (pp. 295-297) 4. List the approaches used to determine what information to include in stories from meetings, speeches, and news conferences. (pp. 297-298) 5. List the differences of coverages of meetings, speeches, and news conferences. (pp. 298-299) 6. List the four additional suggestions for covering meetings mentioned in the text. (p. 300) 7. Discuss the strategy in covering speeches and news conferences based on the suggestions of the text. (pp. 300-303) 8. List the suggestions of the text for covering governmental agencies activities. (pp. 303-304) 9. Describe the priority scheme for contacting sources and recording comments when on the scene of a law enforcement story. (p. 304) 6

10. List the similarities in how law enforcement activities should be covered and reported. (pp. 304-307) 11. List the six similarities in how law enforcement activities should be covered and reported. (p. 307) 12. List and describe the three specific sources of information used to cover crime stories. (p. 308) 13. Recall the general rule involving the use of names in a juvenile crime. (p. 308) 14. Explain the rules of covering protests, demonstrations, and terrorists. (pp. 309-310) 15. List the six facts that should be gathered for every accident or disaster story. (p. 311) 16. Name several key sources to use when covering or writing court stories. (pp. 319-320) 17. Discuss the glossary of legal terms. (pp. 316-319) 18. List the guidelines for trial coverage covered by the text. (pp. 320-321) 19. Detail the guidelines suggested by the text for covering political campaigns. (pp. 321-322) 20. Discuss the suggestions of covering obituaries. (p. 323) P. Chapter Sixteen -- "Specialized Coverage" 1. List and describe the source of information, content of the report, and suggestions for writing and reporting for the following areas; weather, agriculture, business, consumer affairs, health and science, education, sports, and traffic reports. (pp. 327-342) 2. Define the following: AMS, NWS, NOAA. (pp. 327-328) 3. List the suggestions given by the text to make sports coverage more effective. (p. 340) Q. Chapter Seventeen -- "Features" 1. List and describe the types of feature stories categorized by the text. (pp. 344-346) 2. List the six ways the text mentioned to heighten sensitivity to potential feature stories. (pp. 346-347) 3. Define the process and its five steps to nurture and develop a feature story idea. (p. 347) 4. Describe the structure (p. 347) and general length (p. 348) of a feature story. R. Chapter Eighteen -- "Newscasts" 1. List and describe the guidelines and considerations used to select stories for newscast. (pp. 359-362) 2. Describe the steps followed in constructing a newscast. (pp. 362-363) 3. Define the following terms: backtiming, pad copy, lineup, rundown, and budget. (p. 364) 4. Describe a typical television newscast lineup within a twenty-four hour period. (pp. 365-366) 5. List the six suggestions of the text for infusing variety into a newscast. (p. 368) 6. Define the purpose of transitions. (p. 371) 7. Define the following: bumper, stand-alone, teaser, open, close, and kicker. (pp. 372-375) 7

S. Chapter Nineteen -- "Laws and Regulations" 1. Define the terms libel and slander. (p. 378) 2. List and describe the five specific legal requirements for libel. (p. 379) 3. List and describe the precautions given by the text for minimizing the risk of a libel suit. (pp. 379-380) 4. Name and explain the four defenses that can be used if a formal libel charge is filed. (pp. 380-381) 5. List and describe the four categories of activities associated with invasion of privacy. (p. 381) 6. List and explain the three factors considered when deciding whether a certain activity constitutes intrusion. (pp. 381-382) 7. Describe the situation known as false light. (p. 382) 8. List and explain the five questions to ask in questionable situations about potential privacy issues. (p. 383) 9. Describe the importance of subpoenas, newsroom searches, and shield laws in regards to protection of information. (pp. 383-384) 10. Explain the importance of the following terms to the broadcast journalist: copyright, public domain, and fair use. (pp. 386-388) 11. Explain the Federal Freedom of Information Act and its importance. (p. 386) 12. Explain the importance of Section 315(a) of the Communications Act of 1934 to the broadcast journalist. (p. 388) 13. Explain the situation at the present time of the Fairness Doctrine. (pp. 388-389) T. Chapter Twenty -- "Ethics and Judgment" 1. Explain the difference between professional ethics and personal ethics. (p. 392) 2. Describe the responsibility that a broadcast journalist has in regards to the following topics: rumors and allegations, embargoes, taste and decorum, misrepresentations, conflict of interest, and advertising pressure. (pp. 393-398) 3. Describe the five suggestions given by the text for resolving dilemmas arising from conflicts of interest. (pp. 397-398) 4. Explain the unethical situation in regards to manipulating the news, or altering or falsifying events and statements. (p. 398) 5. Define and explain the following terms and their relationship to broadcast journalism: spin doctors, checkbook journalism, freebies, perks, and privileges. (pp. 399-400) 6. Describe the ethical considerations involved with crime and accident victims and juveniles. (pp. 400-401) IV. TEXTBOOKS AND OTHER LEARNING RESOURCES A. Required Materials Textbooks (for all students) Mayeux, P. (1996). Broadcast news writing & reporting. 2nd edition. Dubuque: William C. Brown. ISBN # 9781577661467 B. Optional Materials 1. Textbooks and/or Reading Material (for broadcast journalism majors) Papper, Robert A. (2002). Broadcast News Writing Stylebook. Dubuque: Allyn & Bacon. ISBN # 9780205612581 8

2. Other. Access to word processor Access to television set and local news channels or CNN Headline News. V. POLICIES AND PROCEDURES A. University Policies and Procedures 1. Attendance at each class or laboratory is mandatory at Oral Roberts University. Excessive absences can reduce a student s grade or deny credit for the course. 2. Students taking a late exam because of an unauthorized absence are charged a late exam fee. 3. Students and faculty at Oral Roberts University must adhere to all laws addressing the ethical use of others materials, whether it is in the form of print, electronic, video, multimedia, or computer software. Plagiarism and other forms of cheating involve both lying and stealing and are violations of ORU s Honor Code: I will not cheat or plagiarize; I will do my own academic work and will not inappropriately collaborate with other students on assignments. Plagiarism is usually defined as copying someone else s ideas, words, or sentence structure and submitting them as one s own. Other forms of academic dishonesty include (but are not limited to) the following: a. Submitting another s work as one s own or colluding with someone else and submitting that work as though it were his or hers; b. Failing to meet group assignment or project requirements while claiming to have done so; c. Failing to cite sources used in a paper; d. Creating results for experiments, observations, interviews, or projects that were not done; e. Receiving or giving unauthorized help on assignments. By submitting an assignment in any form, the student gives permission for the assignment to be checked for plagiarism, either by submitting the work for electronic verification or by other means. Penalties for any of the above infractions may result in disciplinary action including failing the assignment or failing the course or expulsion from the University, as determined by department and University guidelines. 4. Final exams cannot be given before their scheduled times. Students need to check the final exam schedule before planning return flights or other events at the end of the semester. 5. Students are to be in compliance with University, school, and departmental policies regarding the Whole Person Assessment requirements. Students should consult the Whole Person Assessment handbooks for requirements regarding general education and the students major. a. The penalty for not submitting electronically or for incorrectly submitting an artifact is a zero for that assignment. b. By submitting an assignment, the student gives permission for the assignment to be assessed electronically. B. Department Policies and Procedures 1. Attendance At Oral Roberts University, students are expected to attend all classes. Understanding that there are sometimes unavoidable circumstances that prevent perfect attendance, each student is allowed to miss class the number of times per week a class meets. This allowance is for illness, personal business, 9

and personal emergency. Students may consider these personal days or sick leave. If a student has absences in excess of this number, the earned grade for the course will be reduced one letter grade for each hour s absence above those allowed. A student missing class due to illness must take an unexcused absence. Extended illnesses are handled on an individual basis and require a doctor s excuse. 2. Administratively Excused Absences Students who must miss class for University sponsored activities must follow these procedures: a. Inform the professor before the event. b. Arrange to complete missed work within one week. c. Not commit to class performances (oral reports, speeches, television tapings, group presentations, etc.) on a date the student will be gone. Makeup work is not permitted if the student voluntarily commits to a performance on the date of an administratively excused absence. d. Present an excuse, signed by the Dean of Arts and Cultural Studies, the day the student returns. 3. Tardies Tardies are an inconvenience to the other class members and the professor, and they prevent the late student from obtaining maximum value from the class. Therefore, tardies are calculated in the attendance provision for this course. Three tardies equal one absence and are included in the absences when determining the course grade. It is to the student s advantage to make sure that the professor is informed immediately following the close of the class that the student was tardy and not absent. It is not the professor s responsibility to stop the class to mark the student late; the student is the one responsible to convey that information following that class. Students should not expect to be credible the following class session concerning a late arrival on a previous day. 4. Late Work The student is responsible for obtaining class assignments and material covered during an absence. All work must be completed as scheduled. An absence is not an excuse for turning in late work or for being unprepared with assignments for the class following the absence. If late work is accepted, a substantial penalty will be assessed. 5. Literacy The Communication, Arts, and Media Department does not accept for credit any written assignment that contains more than an average of three grammatical and/or typographical errors per page. 6. Whole Person Assessment Refer to the Communication, Arts, and Media WPA handbook for policies at (http://oru.edu), click on Academics, then WPA, then Department Resources, then CAM Handbook HTML. C. Course Policies and Procedures 1. Evaluation procedures a. The final grade is calculated as follows: Test and quizzes = 1/3 final grade, 33% Production Assignments = 1/3 final grade, 34% Homework Assignments = 1/3 final grade, 33% b. The grading system is based on points. Each individual assignment, quiz, written work, etc, is given a point total. Students can chart their progress during the semester by adding together their earned points and figuring their grades according to the following scale. A = 100%-90% of total points possible. B = 89%-80% of total points possible. 10

C = 79%-70% of total points possible. D = 69%-60% of total points possible. F = 59%-00% of total points possible. Attendance is then computed against the final grade. 2. Whole Person Assessment Requirements: None 3. Other Policies and Procedures a. Textbook Quizzes: Students are quizzed on the text according to the class calendar. Time allotted for a quiz is fifteen minutes at the beginning of class. Students arriving late forfeit the time missed in taking their quiz. b. Projects: Class projects may include copy for Telenews and KORU radio. These assignments are critiqued during class time. All projects MUST be typed to be accepted. c. Daily Written Assignments: Each student is required to complete a brief description of either a national or local newscast, weather, and sports stories of the day. The format of this homework assignment will be passed out on the first day of class. Each class assignment will be worth 10 points each. This assignmentl will start the first day of class and will end the last day of class. You will have one News Critique due EVERY day, no exceptions. This assignment must be typed to be accepted. Late work will not be accepted. The assignments will be collected at the beginning of each class before the quiz. The purpose of this assignment will be to encourage the student to stay current with the broadcast news of the day. d. Attendance in class is a requirement to pass the course. There are times however when a student cannot make a class due to sickness, funerals, school athletics, or school functions. This becomes a problem for the teacher to decide whether an absence is justified or not, and an even greater challenge to maintain a correct record of excused verses unexcused classes. In the work force, employees are normally given a set amount of time for sickness while still being paid. After that time runs out, the employee is no longer paid for his or her time off. To simplify attendance and prepare the student for a career after college, a similar system has been adopted here. e. Students are now permitted to miss three days a semester of class. It doesn t matter why the student missed them, but any absence beyond three days will incur a penalty of 1/3 of a grade drop per absence. This includes medical, funeral, school functions, intramural athletics, etc. These are not holidays! Use them for valid reasons only. There are no exceptions to this rule. f. Students with perfect attendance and no tardies will be given a grade lift of 1/3 at the end of the semester as a bonus. One tardy or absence nullifies this bonus. This includes administrative excuses. g. Make-up work is the student s responsibility. The student has one week to make up a missed assignment or quiz after returning to class. After that time a zero will be entered for that assignment or quiz. Projects that are assigned are not included in this policy. In broadcasting it is important to meet the on-air time. Late work is a waste of time. h. Students arriving late for class are considered tardy. Students who leave early from class are also assessed a penalty. The following applies for 11

late/early situations: 1 minute to 15 minutes = ¼ of a cut (absence). 16 minutes to 30 minutes = ½ of a cut (absence). beyond 30 minutes = an absence i. Students have 15 minutes to take a quiz, any student late to class will forfeit that amount of time off of the quiz time. 12

Grade Breakdown Sheet for Broadcast News Attendance: (3 cuts permitted. After 3, -1/3 grade per cut. No cuts/tardys +1/3) ( - - ) - - - - - - - - Tardy: ( 4 Tardys = 1 cut ) - - - - - - - - - - - - Quiz Scores: (394) Quiz 1 (25) Quiz 2 (20) Quiz 3 (20) Quiz 4 (15) Quiz 5 (18) Quiz 6 (20) Quiz 7 (10) Quiz 8 (10) Quiz 9 (25) Quiz 10 (20) Quiz 11 (25) Quiz 12 (15) Quiz 13 (21) Quiz 14 (20) Quiz 15 (20) Quiz 16 (15) Quiz 17 (20) Quiz 18 (20) Quiz 19 (20) Quiz 20 (15) Edward R. Murrow Critique (20) Production: (1580) Feature - People (265) Feature - Seasons (265) 3 min News 1 (300) 3 min News 2 (300) 3 min News 3 (300) Interview (150) Top News: (270-10 pts each - 27 assigned) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. News Minute Scripts: (250-25 pts each 10 Assigned) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. News Minute Productions: (175 25 pts each 7 Assigned) 1. 2. 3. 4. 5. 6. 7. Quiz Totals (394) 2,669-2,402 = A Production Totals (1,580) 2,401-2,135 = B Top News (270) 2,134-1,868 = C News Minute Scripts (250) 1,867-1,601 = D News Minute Production (175) 1,600-0 = F TOTAL (2,669) - 1/3 Grade Per absence beyond three 13

VI. COURSE CALENDAR - BROADCAST NEWS - FALL 2015 CLASS LESSON PLAN ASSIGNMENTS MADE ASSIGNMENTS DUE 1-MON Introduction, Syllabi, Grades Top News/Story NONE 8/17 Responsibilities, What is News? 2-WED Writing for Broadcast Top News/Story Top News/Story 8/19 Read Chapter - 1 3-MON Writing for Broadcast Top News/Story1 Top News/Story 8/24 Critique News Minute Read Chapter - 2 Quiz Chapter 1 4-WED How to Produce News Minute Top News/Story2 Top News/Story1 8/26 Read Chapter - 3 Quiz Chapter 2 5-MON Ed. R. Murrow Video Part 1 Top News/Min1 Top News/Story2 8/31 Read Chapter - 4 Quiz Chapter 3 6-WED Ed. R. Murrow Video Part 2 Top News/Story3 Top News/Min1 9/2 Read Chapter - 5 Quiz Chapter 4 MON 9/7 LABOR DAY HOLIDAY 7-WED Open Class Top News/Min2 Top News/Story3 9/9 Read Chapter - 6 Quiz Chapter 5 8-MON View Packages - People Top News/Package Top News/Min2 9/14 Write Feature People Quiz Chapter 6 9-WED Record Feature - People Top News/Min3 Top News/Package 9/16 Read Chapter 7 Feature People 10-MON Critique Features Top News/Story4 Top News/Min3 9/21 Read Chapter 8 Quiz Chapter 7 11-WED View Packages Seasons Top News/Package Top News/Story4 9/23 Write Feature, Season Quiz Chapter 8 12-MON Record Feature Season Top News/Story5 Top News/Package 9/28 Read Chapter 9 Feature Season 13-WED Critique Feature Season Top News/Min4 Top News/Story5 9/30 Read Chapter 10 Quiz Chapter 9 14-MON Open Class Top News/Story6 Top News/Min4 10/5 Read Chapter 11 Quiz Chapter 10 15-WED 3-min News Preparation Top News Top News/Story6 10/7 Record 3 min News Quiz Ch 11 14

COURSE CALENDAR - BROADCAST NEWS - FALL 2015 CLASS LESSON PLAN ASSIGNMENTS MADE ASSIGNMENTS DUE 10/12-10/14 FALL BREAK 16-MON Record 3 min News-1 Top News/Story7 Top News 10/19 Read Ch-12 17-WED Critique 3 min News-1 Top News/Min5 Top News/Story7 10/21 Read Chapter 13 Quiz Chapter 12 18-MON Video Tape-Cronkite Top News Top News/Min5 10/26 Record 3 min News Quiz Chapter 13 19-WED Record 3 min News-2 Top News Top News 10/28 Read Chapter 14 Record 3 min News 20-MON Critique 3 min News 2 Top News/Story8 Top News 11/2 Read Chapter 15 Quiz Chapter 14 21-WED Interview Instructions Top News Top News/Story8 11/4 Record 3 min News Quiz Chapter 15 22-MON Record 3 min News-3 Top News/Story9 Top News 11/9 Read Chapter-16 Record 3 min News 23-WED Critique 3 min News-3 Top News/Min6 Top News/Story9 11/11 Read Chapter 17 Quiz Chapter 16 24-MON Produce Interviews Top News/Story10 Top News/Min6 11/16 Read Chapter 18 Quiz Chapter 17 25-WED Produce Interviews Top News/Min7 Top News/Story10 11/18 Read Chapter 19 Quiz Chapter 18 26-MON Produce Interviews Top News Top News/Min7 11/23 Read Chapter 20 Quiz Chapter 19 WED 11/25 THANKSGIVING BREAK 27-MON Produce Interviews Top News Top News 11/30 Quiz Chapter 20 28-WED Critique Interviews Top News Top News 12/2 FINAL EXAM 15

Course Inventory for ORU s Student Learning Outcomes TVF 408 Broadcast News Fall 2015 This course contributes to the ORU student learning outcomes as indicated below: Significant Contribution Addresses the outcome directly and includes targeted assessment. Moderate Contribution Addresses the outcome directly or indirectly and includes some assessment. Minimal Contribution Addresses the outcome indirectly and includes little or no assessment. No Contribution Does not address the outcome. The Student Learning Glossary at http://ir.oru.edu/doc/glossary.pdf defines each outcome and each of the proficiencies/capacities. OUTCOMES & Proficiencies/Capacities Significant Contribution Moderate Contribution Minimal Contribution No Contribution 1 Outcome #1 Spiritually Alive Proficiencies/Capacities 1A Biblical knowledge X 1B Sensitivity to the Holy Spirit X 1C Evangelistic capability X 1D Ethical behavior X 2 Outcome #2 Intellectually Alert Proficiencies/Capacities 2A Critical thinking X 2B Information literacy X 2C Global & historical perspectives X 2D Aesthetic appreciation X 2E Intellectual creativity X 3 Outcome #3 Physically Disciplined Proficiencies/Capacities 3A Healthy lifestyle X 3B Physically disciplined lifestyle X 4 Outcome #4 Socially Adept Proficiencies/Capacities 4A Communication skills X 4B Interpersonal skills X 4C Appreciation of cultural & linguistic differences X 4D Responsible citizenship X 4E Leadership capacity X 16