Engl-3219-Campus Journalism PDF

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_________________________________________________________________________________________________________________________________ COURSE SYLLABUS in Engl 3219 (Subject Code) CAMPUS JOURNALISM (Descriptive Title) 2nd Semester, AY 2020-2021 Department/Area Curriculum Curriculum Year No. of Hours/Sem. Credit Unit(s) Prerequisite(s)

: : : : : :

College of Education BSED ENGLISH Third Year 54 hours 3 units Engl 3113, Technical Writing

Vision of the University

:

A premier, multidisciplinary-technological university

Mission of the University

:

The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in industrial trade, agriculture, fishery, forestry, engineering, aeronautics and land-based programs, education, arts and sciences, health sciences, information technology and other relevant fields of study. It shall also undertake research, extension services and production, and provide progressive leadership in its areas of specialization.

Goals of the University

:

The University shall produce scientifically and technologically oriented human capital equipped with appropriate knowledge, skills, and attitudes. It shall likewise pursue relevant research strengthen linkages with the industry, community and other institutions and maintain sustainable technology for the preservation of the environment.

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Objectives of the Program: A. Common to all Programs 1. Articulation of the latest developments in the specific field of practice 2. Effective communication through oral and written forms using both English and Filipino 3. Competence to work effectively and independently in multi-disciplinary and multi-cultural teams 4. Recognition of professional, social, and ethical responsibilities 5. Participation in the preservation and promotion of "Filipino historical and cultural heritage" (based on RA 7722) B. Common to Teacher Education 6. Generation of knowledge in research and development 7. Application of the basic and higher literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 8. Application of meaningful and comprehensive knowledge of the subject matter they will teach 9. Utilization of varied teaching knowledge and skills to suit diverse types of learners in contexts 10. Practice on the ethics of the teaching profession C. Specific to BSEd / BEED Programs 11. Acquisition of knowledge in the learning process and the role of teacher in facilitating these processes with their students 12. Application of a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, teaching approaches) 13. Demonstration of a direct experience in the field/classroom (e.r., classroom observations, teaching assistance, practice teaching) 14. Reflection on the relationship among the aspects of teaching-learning process for constant improvement of the learners 15. Employment of prototype alternative teaching approaches, and evaluation of their effectiveness in improving student learning

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Course Description: This course allows pre-service teachers to understand the beginning and growth of campus journalism as a means to embody creative thinking, to fortify ethical values, and to encourage the development of moral character and discipline among students. It aims to train students how to produce and manage a campus paper. This also serves as a basic course for beginners and those who seek improvement in journalism. Course Learning Outcomes (CLOs): Within the semester, the pre-service teachers are expected to: 1. 2. 3. 4.

Identify and describe the different sections of a school paper, Recognize and discuss the ethical standards of responsible journalism and the freedom of the press. Develop and nurture their journalistic skills; and Design their own publication

Course Content INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

Recall rules they have to follow

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Actual Performance

Explain why they have to follow rules

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Class recitation

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Presentation and in-class discussion Individual and group discussion Class participation Analysis Paper

At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. recognize the scope and nature of journalism b. discuss the difference of

• • •

TEACHING LEARNING ACTIVITY Class Discussion Student Activity

CONTENTS Orientation Vision, Mission, Goals of CTU Course Introduction

Via learning management system (G-Suite, Zoom, Teams) Venn diagram comparing journalism and literature Lecture discussion on

Fundamental Concepts of Journalism • Scope and Nature of Journalism • Journalism vs. Literature • Functions and Duties of

LEARNING RESOURCE Student Manual Learning Journal Checklist

REFERENCE Student Manual

1.5 hrs.

Powerpoint presentations PDF Web links

TIME ALLOCA TION

10.5 hrs. Cruz, C.J. (2010). Campus Journalism and School Paper Advising

Republic Act No.

REMARKS

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INTENDED LEARNING OUTCOME journalism and literature c. identify the functions and duties of the press d. enumerate the functions and limitations of the campus papers e. identify the different parts of a campus paper

ASSESSMENT TASK(S) •

Video reaction

TEACHING LEARNING ACTIVITY the scope and nature of journalism, functions and duties of the press, limitations of the press, balanced reporting and killers of balanced reporting, Analysis paper on the Freedom of Expression and the Media in the Philippines: https://www.article1 9.org/data/files/pdfs /publications/philipp ines-baselinestudy.pdf

CONTENTS

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• Video reaction and discussion through view-think-pair-share on either or both (teacher’s decision) of the following TEDx Talks: 1. Think Like A Journalist | Kelsey Samuels | TEDxPlano https://www.yout

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the Press Limitations of the Press Balanced Reporting and Killers of Balanced Reporting The National Newspaper The Campus Paper The History of Campus Journalism Functions of Campus Papers Parts of the Campus Paper Duties and Responsibiliti es of the Publication Staff

LEARNING RESOURCE

REFERENCE 7079 "Campus Journalism Act of 1991"

TIME ALLOCA TION

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

TEACHING LEARNING ACTIVITY ube.com/watch? v=o9rBZ5FwFjw &ab_channel=T EDxTalks 2. How Journalism Became One Of The Most Dangerous Jobs In The World | Peter Greste | TEDxSydney https://www.yout ube.com/watch? v=AqnSHi8HEe Q&ab_channel= TEDxTalks

Split into groups and report on the following topics: the national newspaper, the campus paper, the history of campus journalism, functions and parts of the campus paper, and duties and responsibilities of the publication staff

CONTENTS

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

TEACHING LEARNING ACTIVITY

CONTENTS

LEARNING RESOURCE

REFERENCE

PRELIM EXAMINATION At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. differentiate narrative vs news b. identify the different types of news and various news structures

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c. enumerate the dos and don’ts in writing a news story

Presentation and in-class discussion Individual and group discussion Class participation Write their own news story using credible news sources

Via learning management system (G-Suite, Zoom, Teams)

Presentation and in-class discussion Individual and group discussion Class participation Write their

Via learning management system (G-Suite, Zoom, Teams)

• Lecture discussion The News

• •

Analysis of sample news articles Write their own news story

1 hr.

The News •

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TIME ALLOCA TION

Powerpoint presentations

Understandi PDF ng News Elements of Web links News Types of News Stories Sample articles Lead and Its Kinds Guidelines in Writing a News Story (Do’s and Don’ts)

Cruz, C.J. (2010). Campus Journalism and School Paper Advising

6 hrs.

d. write their own news story At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. describe the concept and nature of a feature story

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Compare and contrast feature vs news via a table

The Feature Article • Understandi ng the Feature Story: Its concepts and nature • Feature vs

Powerpoint presentations PDF

Cruz, C.J. (2010). Campus Journalism and School Paper Advising 6 hrs.

Web links Sample articles

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S) own feature story using the guidelines

b. enumerate the characteristics and qualities of a good feature story

TEACHING LEARNING ACTIVITY Lecture discussion of the characteristics of a feature story Presentation of different topics of feature stories through sample feature articles. Students guess the topics through the samples given

c. identify the topics for a feature story d. write their own feature story following the guidelines discussed

CONTENTS

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Present guidelines in writing a feature article through the same samples chosen

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

News Characteristi cs and Qualities of a Feature Story Topics for Feature Stories Sample feature articles Guidelines in Writing a Feature Article (Introduction and Ending)

Write their own feature article

MIDTERM EXAMINATION At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. define editorial and describe its

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Presentation and in-class discussion Individual and group discussion Class

Via learning management system (G-Suite, Zoom, Teams) Split students into pairs. Present sample

The Editorial • Understandi ng the Editorial: Its definitions and concepts

1 hr. Powerpoint presentations PDF

Cruz, C.J. (2010). Campus Journalism and School Paper Advising 6 hrs.

Web links

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

functions • b. conceptualize the duties of an editorial writer/editorial cartoonist

participation Write their own editorial

c. write their own editorial using the structure discussed

At the end of these weeks, the pre-service teachers (PSTs) should be able to:

• •

Presentation and in-class discussion Individual and group

TEACHING LEARNING ACTIVITY

CONTENTS

editorial articles to let students analyze what the nature and function of editorials are. Let students gauge and present the duties of an editorial writer through the articles.

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Lecture discussion on the types of editorials, guidelines and suggestions for editorial writers, techniques in persuasion

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Analysis on editorial cartooning, its meaning, and characteristics through local and international samples

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Via learning management system (G-Suite, Zoom, Teams)

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•

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Functions of Editorial Types of Editorials Structure of the Editorial Duties of an Editorial Writer Guidelines and Suggestions for Editorial Writers Techniques in Persuasion Editorial Cartooning and Its Characteristi cs Meaning and Suggestions for Cartooning

The Interview • Meaning and Kinds of Interview • Format of

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

Sample articles

Powerpoint presentations PDF

Cruz, C.J. (2010). Campus Journalism and School Paper Advising 3 hrs.

REMARKS

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INTENDED LEARNING OUTCOME a. identify and define the different kinds of interviews

ASSESSMENT TASK(S)

• •

b. conduct their own interview and do a write-up, following the guidelines given

discussion Class participation Conduct their own interview. Submit an audio/video recording and a writeup

TEACHING LEARNING ACTIVITY Watch a video on how to do a good interview: https://www.youtube.co m/watch? v=7XQ4KxAzffc&ab_c hannel=WPHSChanne l2News Present an interview write-up and let students identify which format was used

CONTENTS

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Interview Write-ups Guidelines When Conducting an Interview and In Writing an Interview Write-up

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

Web links Video Sample articles

Write their own interview write-up At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. describe the nature and concepts of a column b. differentiate column and editorial c. write their own column with the help of the tips and

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Presentation and in-class discussion Individual and group discussion Class participation Write their own column

Via learning management system (G-Suite, Zoom, Teams) Venn Diagram of column and editorial Present different social issues to the students and elicit their opinions about these Show various columns from local, national, and international newspapers

The Column • Nature and Concepts of Column Writing • Column vs Editorial • Types of Columns • Tips and Suggestions in Writing a Column • Sample Column

Powerpoint presentations PDF Web links Sample articles

Cruz, C.J. (2010). Campus Journalism and School Paper Advising

3 hrs.

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

TEACHING LEARNING ACTIVITY

CONTENTS

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

suggestions given Lecture discussion on the types of columns and tips and suggestions in writing a column Write their own column about their chosen topic SEMI-FINAL EXAMINATION At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. define and differentiate copyediting and proofreading b. identify the duties of a copyreader c. cite the responsibilities of ac copyreader d. do copyreading and headline writing exercises

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Presentation and in-class discussion Individual and group discussion Class participation Copyreading and headline writing exercises

Via learning management system (G-Suite, Zoom, Teams) Lecture discussion on the definition and difference of copyediting and proofreading Present unedited articles and the copyread versions. Let students analyze the duties of a copyreader from the articles provided Discuss the

Copyediting & Proofreading • Definition of Copyediting & Proofreading • Proofreading vs Copyediting • Duties of a Copyreader • What to Copyread • The Copyreading Symbols • The Copyreading Process (tips and

1 hr Powerpoint presentations PDF Web links Sample articles

Cruz, C.J. (2010). Campus Journalism and School Paper Advising

3 hrs.

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

following the guidelines discussed

TEACHING LEARNING ACTIVITY copyreading symbols and process, and the guidelines and mechanics of headline writing Give copyreading and headline writing exercises (individual or by pair)

At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. define and identify the features and functions of photojournalism

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b. create their own photojournalism write-up using the guidelines provided •

Presentation and in-class discussion Individual and group discussion Class participation Take their own photos and create a photojournali sm write-up, using the guidelines given Video reaction

Via learning management system (G-Suite, Zoom, Teams) Present sample of engaging photojournalism. Elicit initial responses from the photos Lecture discussion on definition, features, functions, and guidelines of photojournalism. Watch the video on photojournalism vs street photography:

CONTENTS

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•

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

guidelines) The headline Guidelines and Mechanics in Headline Writing Copyreading and Headline Writing exercises

Photojournalism • Definition and Features of Photojournali sm • Functions of Photojournali sm • Photojournali sm vs Street Photography • Guidelines in Photojournali sm • Photojournali sm Samples • Lay-out and Write-Up

Powerpoint presentations PDF Web links Sample writeups

Cruz, C.J. (2010). Campus Journalism and School Paper Advising

3 hrs.

REMARKS

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INTENDED LEARNING OUTCOME

ASSESSMENT TASK(S)

TEACHING LEARNING ACTIVITY

CONTENTS

LEARNING RESOURCE

REFERENCE

TIME ALLOCA TION

https://www.youtube.co m/watch? v=iX4GId9XECU&ab_ channel=TheArtofPhot ography Present a Venn diagram and a 5 to 10sentence reaction about the video Students take their own photos and create a photojournalism write-up

At the end of these weeks, the pre-service teachers (PSTs) should be able to: a. create their own newspaper following the style guide given .

• • • •

Presentation and in-class discussion Individual and group discussion Class participation Create their own newspaper

Via learning management system (G-Suite, Zoom, Teams) Presentation and discussion of the publication style guide through a sample Group collaboration in creating their own sample publication

The Publication • Publication Style Guide • Uses of titles • Spelling • Quotations • Use of Numbers • Capitalizatio n • Use of Punctuation • Editorial Staff

Powerpoint presentations PDF Web links Sample publication

Cruz, C.J. (2010). Campus Journalism and School Paper Advising

8 hrs.

REMARKS