| Journalism: Business Communications
COURSE TITLE: Journalism: Business Communications
LENGTH OF COURSE: One Year
TYPE OF CREDIT:
Sophomores: English Elective (10 credits)
Juniors and Seniors: English Core (5 credits) and
English Elective (5 credits)
GRADE LEVEL: 10-12
PREREQUISITES:
Application with Writing Sample; Staff Recommendation; Consent of Instructor.
REQUIRED TEXTS:
Associated Press Stylebook and Libel Manual. Edited by Aileen Powell and Howard Angoine, The Associated Press
ISBN 0-201-040717-5
The Newspaper Designer's Handbook, Tim Harrower,
ISBN 0-697-32720-5
High School Journalism, H. L. Hall, Rosen Publishing Group, Inc., New York, 1994, ISBN 0-8239-1745-2
Student Workbook for High School Journalism, H. L. Hall, Rosen Publishing Group, Inc., New York, 1986,
ISBN 0-8239-2857-8
SUPPLEMENTAL RESOURCES:
A Treasury of Great Reporting, edited by Lois L. Snyder and Richard B. Morris, Simon and Schuster
Current professional publications prominent both in journalism
and graphic design. Such publications include Time, Newsweek, The Sacramento Bee, Elle, Mercury-Register, USA Today, New York Times
Current school newspapers exchanged among schools nationwide
Franklin, Ben. Poor Richard's Almanac
The Autobiography Hemingway, Ernest.
By-Line: Ernest Hemingway
The Complete Short Stories of Ernest Hemingway
Orwell, George. 1984
"Politics of the English Language" Paine, Thomas.
"The Crisis"
Professional journalists from the community
Publications produced by the Journalism Education Association and by prominent publishing companies, such as C-Jet and Student Press Law Review
Sinclair, Upton. The Jungle (excerpts)
Selected Essays/Columns of Bob Greene, Ellen Goodman,
and Anna Quindlen
All the President's Men
News at 11
COURSE DESCRIPTION
This course will provide extensive training in journalistic style writing, editing, interviewing and newspaper production, as well as an understanding of press laws and ethical issues, through a lab method of instruction. It will also furnish students with a chance to develop themselves as readers, writers, listeners, designers and thinkers. Students will produce a monthly school newspaper; learn the skills and standards of professional journalism and accurate reporting; strengthen writing skills through the writing process of fluency, form and correctness in several writing domains relevant to journalism such as report of information, interpretation, evaluation, and persuasion; develop vocabulary, style and diction through the study of fiction and non-fiction content; strengthen listening and speaking skills through interviews, lectures, discussions and demonstrations; develop computer skills through word processing, desktop publishing and Internet research; read and view selected classical/journalistic supplemental works in order to gain a historical perspective of the role and influence of the media in American society; and recognize and understand the significance of historical and legal precedents affecting the rights and the responsibilities of journalists. In addition, students will create a portfolio of their work and explore the career options available within the field of journalism. Students should demonstrate outstanding ability in writing, art, typing/word processing, or photography, be self-motivated, and be able to work under the pressure of deadlines.
This journalism course will emphsizes business communications. Students will learn computer science and information technology concepts by performing multiple tasks required to develop and use appropriate resources to access, modify, and provide information effectively. Students will learn the elements of a business plan and its effect on the success of small business by preparing, describing and presenting a business plan. Students will learn concepts, strategies, and systems needed to interact effectively with others by utilizing effective communication. Students will learn the concepts and promotional strategies needed to communicate information about products, services, images, and/or ideas by developing and presenting a promotional plan that will achieve a stated outcome. Finally, students will learn the nature, importance and strategies of the selling process by identifying the relationship between buying behaviors and applied sales techniques utilized in the consumer, business and global sales environments.
BOARD ADOPTION DATE: July 18, 2001
AMENDED: July 16, 2003
Computer Science & Information Tech.
Students will understand computer science and information technology concepts necessary to function in a rapidly changing technological, global society. They will demonstrate competency by performing multiple tasks required to develop and use appropriate resources to access, modify, and provide information effectively.
Entrepreneurship
Students will understand the elements of a business plan and its effect on the success of small business. The student will demonstrate competency by preparing, describing and presenting a business plan.
Marketing
Students will understand concepts, strategies, and systems needed to interact effectively with others. They will demonstrate competency by utilizing effective communication. Students will understand the concepts and promotional strategies needed to communicate information about products, services, images, and/or ideas. They will demonstrate competency by developing and presenting a promotional plan that will achieve a stated outcome. Students will understand the nature, importance and strategies of the selling process. They will demonstrate competency by identifying the relationship between buying behaviors and applied sales techniques utilized in the consumer, business and global sales environments
Reading Comprehension (Informational)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature such as textbooks, technical manuals/instructions, magazines, newspapers, biographies/autobiographies, ballots and propositions, maps, charts, graphs, and online information.
Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature, including prose, poetry, and drama, that reflect and enhance their studies or history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Reading and Literature, Grades Nine Through Twelve illustrate the quality and complexity of materials to be read by students.
Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.
Written and Oral Eng. Lang. Conventions
Students write and speak with a command of Standard English conventions.
Listening and Speaking Strategies
Students formulate adroit judgements about oral communication. They deliver focused and coherent presentations that convey clear and distinctive perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
Speaking Applications (Genres)
Students deliver polished formal and extemporaneous presentations (e.g., group presentations, debates, panel discussions, impromptu speeches) that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Strategies.
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