The Press, The Public,
and
Politics
POLI 304, section no. 1392
Fall 2005
Prof. Moran
|
Class Hours |
M, 10-11:50 W, 11-11:50 |
|
Classroom |
M, G-320; W, G-317 |
|
My office: |
G-246 |
|
Office Hours |
M, 8-9:00 am; 2-3 pm T 8-9:00 am; 11 am-noon W 10-11 am; noon-1 pm |
|
Virtual Office Hours |
AOL Instant Messenger: Fmoran3 |
|
Phone |
201-200-3259 |
|
|
fmoran@njcu.edu |
|
Web Page |
http://faculty.njcu.edu/fmoran |
Final Exam:
Tuesday, 13 December, 8:00 am in G-320
I. Description
This course examines the
interrelationships between the press, the government, and the public and the
ways in which these relationships influence our political life. While we will
trace the evolution of the press in the United States as it relates to
politics, our main focus will be on contemporary developments. In particular we will pay close attention to
the impact and implications of increased corporate concentration of the media
and the question as to which of the three participants mentioned – the press,
the public, or politicians– plays the most significant role in shaping
contemporary political life. Finally we will also become active participants in
the topic by conducting polls for the Jersey
Journal during the course of the semester.
II. Course Objectives
At the end of this course, each of you
will have:
A. developed
an understanding of the methods, concepts, and language which political
scientists use to study the American media as a political institution;
B. developed
an understanding of the ways in which the press -- both mainstream and
alternative in various formats -- report, cover, and influence U.S. politics;
C. developed
an understanding of the ways in which the press -- both mainstream and
alternative -- shape public opinion and
influence our participation in U.S. politics;
D. been
encouraged and tutored –
through
class discussion, writing assignments, and faculty comment on such assignments
-- to develop reasoning and problem solving abilities beyond the level of
recognition and recall, including
evaluation, synthesis, and integration of ideas and concepts;
E. been
taught to recognize how and when principles learned in the course apply to and
are being used outside of the classroom, and how to apply those principles to
your own life;
F. developed
the self-discipline –by doing assigned readings and other out-of-class
assignments -- to assume responsibility
for completing a significant amount of the learning in the course;
G.
enhanced
your oral communication skills.
III. Materials
We have one (1) required textbook for the course:
Bennett, W. Lance. 2005. News: The Politics of Illusion. New York: Pearson/Longman.
ISBN: 0-321-22466-3
The textbook is the latest edition (6th) of one of the classics in this area of political research. Over the past 20 years or so, media studies has become a major area of academic research within political science and there are literally dozens of textbooks that I could have ordered. I decided on a single text, though, because I want you all to have sufficient time to spend with the actual subject content of this course; i.e., the press in all its modern manifestations. So, to that end, I strongly recommend that you become fairly regular consumers of the news in a variety of outlets (newspapers, television, internet, radio). Finally, because the political dimensions of the media extend beyond the news, I also encourage you to keep an eye on the political messages, content, or implications of any media you are using (that is, almost any “entertainment” form you use: music, film, television, etc.).
IV. Class Structure
The basic structure for the class is
going to be pretty traditional; that is, a significant amount of lecture and
note taking. However, those of you who have been in my classes before know that
I allow for and encourage a fairly substantial amount of class discussion and
participation. The main wrinkle we’re
adding is the oral report accompanying the semester length research project
(described below).
V. Requirements
The basic requirements for the grade in this course fall into three broad areas: examinations, research project, and class participation. To do well in each of these aspects of the course, you are asked and expected to complete a fair amount of reading (usually between 25 and 50 pages a week; excluding the newspaper) and to attend class on a regular basis.
Midterm Exam
(30%)
We will have a midterm exam in mid October. It will most likely be a take-home examination. The grading rubric will be distributed with the exam.
Final Exam
(35%)
The final exam will be held in class and given at the date and time designated by the University (Tuesday, 13 December, 8:00 am in G-320)
If you cannot make that time due to some emergency, I will offer some alternative dates. It will be essay format and you will receive a study guide well in advance of the exam.
Research Project
(30%)
Okay, here’s the deal. This is a 300-level course, and as such, I try to shift more of the educational responsibilities on to you, the students. If you are taking this course, then you probably have reached that point in your studies where you have a sufficient background in the material and info in the databank that you can begin to share that knowledge with the class.
The culmination of the research component is a 10-15 minute oral presentation to the class discussing the scope and conclusions of your research and an accompanying paper (the general rule is, to get a good 10-15 minutes, you need about 10-15 pages; not counting the citations and footnotes).
The reason for this is I think we have several opportunities for you to present that research at academic venues beyond our classroom and I’d like for each of you to have the opportunity to experience the thrill that accompanies sharing the fruits of your hard efforts in front of a broader public.
In the fall and spring semesters the university holds an undergraduate research forum and it might be possible to present your research to the university community that way. I will be happy to sponsor and submit any papers that I believe are sufficiently developed or have sufficient insight to these for a. Another event that I am involved with is a media conference tentatively scheduled for late March 2006 held on campus. Because I’ve been involved in organizing this event, I believe we have a reasonable chance to have at least several of you present your research to the wider university community at that event.
Finally, if the research is particularly strong, you will have the chance to present at a regional professional political science meeting (the Pennsylvania Political Science Association; it would require a drive to Harrisburg in the spring, but it would look good on your c.v. if you are applying to grad school; and it’s a great learning opportunity).
The written part of the research project is due on the last day of class (not counting the final exam, so that would be December 12).
Class Participation (10%)
Class participation will be based on both the quality and the quantity of your participation in class discussions. Obviously, coming up with a brilliant bon mot in September and then sitting mute for the rest of the semester won’t help too much. Neither is speaking constantly but off topic. Participation comes in various forms and the grading will reflect the fact that not everybody is comfortable speaking in class. To that end, we will have numerous small group exercises that should allow you all to speak and express your views.
Generally I use the following as a rough guide for determining this part of the grade:
Participation in the form of regular attentive attendance to class is generally good for a “B.” I don’t have a hard mathematical formula for determining “regular attendance” – i.e., I don’t take attendance and you don’t have a set number of classes that you can miss before a penalty kicks in. You’re all adults and you should want to come to class rather than being coerced into doing so. Please note, however, the “attentive” part of the criteria. Stopping by regularly, but then spending the class time dozing, dining, and disrupting will adversely affect the grade.
The same general rules apply in the discussions (both full class and small group). As a rule, it’s better to speak more rather than less, but the discussion has to be on topic. Regaling your colleagues with your exploits at the bar over the weekend will not help the grade.
Occasional pop quizzes (see “Caveats” below) will be factored into this portion of the grade as well.
IV. Meeting Schedule
Part I:
Intro &
Historical Background
7 September: Introduction
Reading: Pick up the textbook mentioned above.
For this first class here we’ll review the structure and content of the course and refresh ourselves as to the basics of American political life.
12-14 Sept: News and American Politics
Reading: Bennett, chp. 1
We begin our study with a quick overview of the historical development of the relationship media and politics in American history.
19-21 Sept: What’s in the News?
Reading: Bennett, chp. 2
This question is not as obvious as it seems. How do we decide what constitutes the
news? How do we decide what should be
reported? How is it reported? Who makes
these decisions and why?
Part II:
Politicians & The Press
26-28 Sept: The News Business
Reading: Bennett, chp. 3
Before we can begin to examine the relationships between government officials and the news media, we first need to present an account of the institutional features – structure, process, participants, etc. – of the media.
3-12 Oct: Corporate Concentration
Reading: Bennett, chp. 3
A distinctive feature of the contemporary press is in the increased corporate control of media outlets. This week we examine the implications of that structure and speculate on the ways in which it could affect both the content of the news that “we the people” receive and how we interpret that content.
10-26 Oct: Politicians and the News
Reading: Bennett, chp. 4
For these two weeks we will examine each of the major branches of American government – executive, legislative, and judicial – and investigate the way in which the various participants in these branches try to use the media to reach the people.
31 Oct–2 Nov: Reporting the News
Reading: Bennett, chp. 5
In many ways, the discussion for this week is the flip side of the preceding in that just as politicians are trying to use the media, the media is aware of that and tries to adjust its behavior accordingly. How do reporters go about reporting “the news”? In what ways, if any, does “the news” differ from propaganda?
7-16 Nov: Journalism Standards
Reading: Bennett, chp. 6
For this section we want to examine the way in which professional journalistic standards influence and shape the way stories are covered, which stories are covered, and why.
Part III:
The Press and the Public
21-30 Nov: The News Audience
Reading: Bennett, chp. 7
For these two weeks we’ll explore different theories that attempt to account for the way in which the media influences public opinion, public opinion influences the media, public opinion shapes political leaders, or political leaders shape public opinion.
Part IV: Research Project Presentations
5-6 Dec: Oral Reports
More detailed schedule of reports will be distributed early in November.
12 Dec: Review and Conclusion
Reading: Bennet, chp. 8
18 December Final Exam @ 8:00 am in G-320
Caveats
1. This syllabus is meant as a guide for the course. While I will do my best to maintain the pace outlined above, I am not guaranteeing that that will in fact occur. Any substantive changes related to due dates, course content, or course requirements will be distributed in class.
2. Please do your best to get to class on time. I live out in the wilds of Pennsylvania and I am well aware of the joys of traveling in this little corner of the Garden State. That being said, you all know traffic is a nightmare and parking can be a pain, so plan accordingly. Tardiness adversely affects the “Participation” part of the grade.
3. Keep the food consumption to a minimum. Coffee, tea, or something to drink is fine; a five course meal from the truck is not. If you’re gonna chow down, bring enough to share with everybody, make sure it doesn’t stink too badly, or better yet, keep it out of the classroom (and I strongly prefer the latter – eat on your own time).
4. Turn off the cell phones, pagers, two ways, Gameboys, iPods, or whatever latest bit of nonacademic technological wizardry you possess. If I hear any of these or see you text messaging during class, the class stops and it’s quiz time. Again, this isn’t high school. You’re attending a university because you want to, not because the state is forcing you. Show some respect for your colleagues and me. If you really are so indispensable that disconnecting from the world for the time that we’re together is impossible, then skip class and come back later when you feel you can participate fully. The grades for the quizzes will be factored in to the “participation” part of the course.
5. Respect your colleagues. Politics is great fun to talk about and I want to encourage you all to express your thoughts freely, but be mindful of the impact your words can have on others in the room.
6. Missed and Late Exam Policy: If we have any take home exams, all exams are due on the date assigned. Exams received after that time will be docked 1/3 of a grade for each day late for the first 2 days, then 1/3 for each class day late after that. In the event of missed in-class exam (including the final), you will receive a grade of “F” for the missed work unless you give me prior notification of the conflict and reason for missing the exam.
7. Plagiarism: All submitted work must be the product of your own thought. If you are found to have plagiarized all or part of an assignment, you will receive a grade of “F” for that assignment.