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AlternativeJournalism Comm361
M/W 3-4:30 pm Dr. Vicki Mayer
Newcomb 201 Office Hrs: by appt.
Fall 2008 vmayer@tulane.edu
Andrea Pinto, CPS Fellow
apinto@tulane.edu
Course Description:
This course balances the practical development of literary journalistic skills with academic
inquiry into the theorizing and development of journalism that conceptualizes itself as an
alternative to mainstream news content, media, and practices. We will be reading examples of
alternative journalism and contextualizing them in the history of alternative presses and reporting
in the United States. We will also be examining the changing meaning of the word “alternative”
in journalism in opposition to not only mainstream journalism, but also in relation to other
journalistic genres, such as non-fiction stories, underground writings, ethnic presses, and
community media. This knowledge will then provide the basis to experiment with our own
writing and methods of critique. Through this process of writing and rewriting, students will
have an opportunity to write articles for a community publication, radio program, or website. If
selected, this class can be taken as a service learning course for an optional 4th
credit.
Course Goals and Objectives:
• To extend journalistic writing, reporting, and researching skills through regular deadlines
• To theorize different ways of conceptualizing the “alternative” relationally and
historically
• To give and accept constructive critique as a beneficial part of the writing process and be
able to integrate critiques through rewriting and future assignments
• To expand each individual’s knowledge of the local community, its members, and its
diversity
To achieve these goals, students will complete the following:
• Five distinctly different reporting practices and writing styles [see writing assignments on
p. 10]
• Close analysis of journalistic texts from a variety of historical periods and media
• Participate in editing sessions after each assignment in which each student either is
critiquing their peers or receiving critique
• Detailed reflections on intercultural interactions in the community [see journal
assignments on p. 10]
In addition, students enrolled in service learning will complete the following objective:
• Complete two articles for use the community partner’s publication, website, or radio
program

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Course Mechanics:
This course is designed for the student who already has journalism or creative writing
experience, whether through classes (i.e. COMM260), extracurricular activities, internships or
publishing. It is especially suited to those who would like to experience the rigors of writing for
publication in non-mainstream journalistic venues. All of us will be developing story ideas,
conducting the appropriate interviews and research, and traveling wherever need be to get the
story (this may involve using public transportation).
This class works with multiple community service partners and Public Service Fellow Andrea
Pinto in order to help you develop story ideas, edit, and place your work in a public medium.
This is an invaluable way to develop your clip file and gain real-life experience doing journalism
in a medium beyond the daily newspaper. The writing assignments for this class may be the
types of stories that your community partner is interested in, though you will undoubtedly have
to modify the story assignment to meet the needs of the partner.
Service learning in this class is competitive and it is a privilege to be selected. Partners will
choose their writers based on students’ performance on the first assignment (see p. 10). Students
not chosen this semester may be chosen for the service learning assignment in the Spring if they
have done well in course over the semester. The partners this year would like you to use a
digital recorder in doing your interviews. You may use your own or borrow one for assignments.
If myself, Andrea or a community partner find that a student is not being responsive, responsible,
professional, or sensitive to the organization’s needs, I will remove the student from the project
immediately.
All students interested in service learning must sign the agreement contract, meet with the editors
of the respective publication for a “pitch session,” and work as responsible members of a
community organization. Students enrolling in service learning will spend at least 40 hours
working towards understanding the organization, its audience and medium, and working closely
with your editor and publisher to produce at least 2 stories if not more. You may be called upon
to learn audio and visual production as well. Curricular requirements for Tulane service learning
can be found at: http://cps.tulane.edu.
Student Conduct and Evaluation:
Students will be expected to write short articles (500 words) and a longer story (1250 words) that
they will submit to the class for group critique. Students will be evaluated on their preparation of
the articles themselves and the quality of the critiques they give based on course readings.
Students will also be evaluated on their ability to accept critiques and integrate them into their
rewrites. Students will submit their work to the Blackboard site on the day the assignment is due
so that the rest of the class may read and edit the piece before the editing session, usually held
during the following class. Failure to meet this deadline may mean a student does not receive
class critique and thus will not be allowed to do the assigned rewrite (a 5% grade deduction).
Like a newsroom, this is a deadline oriented class. Late papers will receive an “F,” meaning half
credit (50%). There are no make-ups for failing to bring writing assignments to class or failing
to take the exam except in cases of emergency or serious illness (both must be documented or

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confirmed through the student’s advisor or the Dean’s office). The take-home exam will be
utilized to evaluate your understanding of the reading and application to course themes.
Participation will include both class time and three postings to the course discussion site on
Blackboard. These submissions are meant to be reflections on your time in the field doing
stories, working with community members, and developing alternative journalistic practices.
Each reflection must be about 500 words to develop your thoughts and must be submitted in the
beginning, middle, and end of the semester.
This course values and adheres strictly to the Tulane Honor Code. All forms of academic
dishonesty (cheating, plagiarism, turning in previous work, unauthorized collaboration, etc.) will
be reported and punished to the full extent of the Code. Those not familiar with the Code can
find it located at http://provost.tulane.edu/HonorCode.htm. I can also answer questions on the
policies.
Grades will be assigned based on the following criteria:
4 Short Writing Assignments 40%
1 Long Writing Assignment 15%
Critiques 12% (3% each)
1 Rewrite 5%
Final Exam 15%
Participation 13% (10% in class; 3% Blackboard reflections)
Grades for the service learning credit will be based on:
At least 2 published short stories 70%
Making deadlines 10%
Professionalism 20%
My Conduct:
I will be coordinating with the community partners and our service learning fellow to help you
with your stories and check in on your progress.
Any questions about these standards or other course issues are welcomed before or after class as
well as during an individual appointment. There is a sign-up sheet for appointments outside of
my office door. You need to sign up for the appointment at least 12 hours in advance. E-mail is
the best way to contact me for the quickest response, generally within 48 hours.
I am also happy to integrate and utilize Blackboard in favor of more student interactions and the
sharing of work and resources.
Readings:
Available at University Bookstore:

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Wolfe, Tom. The Radical Chic and Mau-Mauing the Flak Catchers, Reprint. New York:
Bantam Books, 1999.
All Other Readings Available on Blackboard (as pdf files) or On-line for Download.
Course Schedule:
(subject to minor modifications)
8/27 Introduction to Course
W Learn about the Community Partners
9/1 LABOR DAY
9/3 Imperatives to an Alternative Press: Labor and Capitalism
W Read:
Worker’s Life. “The Worker Correspondent.” Pamphlet. UK: 1928.
McFarland, CK and Robert Thistlethwaite. “Twenty Years of a Successful Labor
Paper: The Working Man’s Advocate, 1829-49.” Journalism Quarterly,
60: 1983. 35-40.
Zinsser, William. On Writing Well, 25th
Anniversary: An Informal Guide to
Writing Nonfiction. New York: Harper Resource, 2001. 3-25; 68-92.
Activity with Zinsser Reading
9/8 Imperatives to an Alternative Press: Labor and Capitalism
M Read:
Orwell, George. “The Spike.” The Art of Fact. Ed by Kevin Kerrane and Ben
Yagoda. New York: Simon and Schuster, 1997. [1931] 245-251.
Monroe, Sylvester and Peter Goldman. “From Brothers [1988].” The Art of Fact.
Ed by Kevin Kerrane and Ben Yagoda. New York: Simon and Schuster,
1997. 204-211.
LeDuff, Charlie, “Work.” Work and Other Sins: Life in New York City and
Thereabouts. New York: Penguin, 2004. 1-35.
9/9 DEADLINE TO REGISTER FOR SERVICE LEARNING CREDIT
TU
9/10 Imperatives to an Alternative Press: African American Identity Politics and Resistance
W Assignment 1 Due
Video:
Soldiers Without Swords: Black Press in America
9/15 Editing Workshop 1 (Rewrites due 9/22)
M Selection of Service Learning Writers
9/17 Imperatives to an Alternative Press: African American Identity Politics and Resistance
W Read:

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“Huge Mob Tortures Negro to Avenge Brutal Slaying.” June 20, 1920.
Cooke, Marvel. “From The Bronx Slave Market.” The Art of Fact. Ed by Kevin
Kerrane and Ben Yagoda. New York: Simon and Schuster, 1997. [1950]
252-257.
Kincaid, Jamaica. “If Mammies Ruled the World.” The Village Voice Anthology.
New York: William Morrow, 1982. [1975] 54-55.
Everett, Anna. “The Black Press in the Age of Digital Reproduction: Two
Exemplars.” The Black Press: New Literary and Historical Essays. Todd
Vogel, Ed. New Brunswick: Rutgers University Press, 2001. 244-
258.
9/22 Insiders and Outsiders
M Read:
Goldman, Bruce. “Quest for Freedom in Albany’s Jails.” The Village Voice
Anthology. New York: William Morrow, 1982. [1962] 21-25.
Graham, Lawrence Otis. “From Harlem on My Mind.” The Art of Fact. Ed by
Kevin Kerrane and Ben Yagoda. New York: Simon and Schuster, 1997.
[1993] 384-390.
Conover, Ted. “The Gringo and the Mexicano.” Coyotes: A Journey through the
Secret World of America’s Illegal Aliens. New York: Vintage, 1987. 3-29.
Boyton, Robert. “Ted Conover.” The New New Journalism. New York: Vintage,
2005. 3-30.
9/24 Ethnic Identity Issues in Alternative Press
W Assignment 2 Due
Read:
Wilson II, Clint and Félix Gutiérrez. “History: Journalism’s Colorful Firsts.”
Race, Multiculturalism and the Media: From Mass to Class
Communication. Thousand Oaks: Sage, 1995. 171-197.
Reed, Barbara Straus. “Pioneer Jewish Journalism.” Outsiders in Nineteenth
Century Press History: Multicultural Perspectives. Hutton, Frankie and
Barbara Straus Reed, Eds. Bowling Green: Bowling Green State Press,
1995. 21-54.
Garza, Oscar. “It’s Not Easy Escaping Ethnic Labels and Expectations.” Nieman
Reports. 55:2 (2001). 17-18.
Hernández, Evelyn. “Being a Latina Journalist at a Spanish-Language
Newspaper.” Nieman Reports. 55:2 (2001). 30-31.
Video:
Race: The Power of an Illusion
Black Is, Black Ain’t
9/29 Editing Workshop 2 (Rewrites due 10/6)
M
10/1 Imperatives to an Alternative Press: Gender Identity Politics and Resistance
W 1st
Blackboard reflection must be completed by this class

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Read:
Kessler, Lauren. “A Siege of the Citadels.” Alternative Journalism in American
History. Beverly Hills: Sage, 1984. 74-87.
Woman Rebel (Mar. 1914). 1-4.
The Spokeswoman. (15 Dec. 1977). 1-15.
Willis, Ellen. “Classical and Baroque Sex in Everyday Life.” Beginning to See
the Light. Hanover: Wesleyan University Press, 1992. [1979] 106-109.
Willis, Ellen. “The Family: Love it or Leave It.” Beginning to See the Light.
Hanover: Wesleyan University Press, 1992. [1979] 149-168.
Video: Is Feminism Dead?
10/6 Contemporary Feminisms
M Read:
Streitmatter, Rodger. “Liberating the American Woman.” Voices of Revolution.
New York: Columbia University Press, 2001. 256-274.
Willis, Ellen. “Elvis in Las Vegas.” Beginning to See the Light. Hanover:
Wesleyan University Press, 1992. [1969] 41-44.
Willis, Ellen. “Janis Joplin.” Beginning to See the Light. Hanover: Wesleyan
University Press, 1992. [1976] 61-67.
Jervis, Lisa and Andi Zeisler. “Introduction.” BITCHFest : Ten Years of Cultural
Criticism from the Pages of Bitch Magazine. Jervis, Lisa and Andi
Zeisler, Eds. New York: Farrar, Straus and Giroux, 2006. xix-xxiii.
Hao, Rita. “And Now a Word from our Sponsors.” BITCHFest : Ten Years of
Cultural Criticism from the Pages of Bitch Magazine. Jervis, Lisa and
Andi Zeisler, Eds. New York: Farrar, Straus and Giroux, 2006. [1998]
111-115.
Anderson Minshall, Diane. “I Kissed a Girl.” BITCHFest : Ten Years of Cultural
Criticism from the Pages of Bitch Magazine. Jervis, Lisa and Andi
Zeisler, Eds. New York: Farrar, Straus and Giroux, 2006. [2004] 313-317.
Ziesler, Andi. “Amazon Women on the Moon.” BITCHFest : Ten Years of
Cultural Criticism from the Pages of Bitch Magazine. Jervis, Lisa and
Andi Zeisler, Eds. New York: Farrar, Straus and Giroux, 2006. [1996] 6-
10.
10/8 YOM KIPPUR
10/13 The Politics of Giving Voice
M Read:
Durham, Meenakshi Gigi. “On the Relevance of Standpoint Epistemology to the
Practice of Journalism: The Case for ‘Strong Objectivity’.”
Communication Theory 8:2 (1998) 117-140.
Negron-Muntaner, Frances. “The Ethics of Community Media.” The
Independent: Magazine of the Association of Independent Video and
Filmmakers. (1991) 20-22.
Scott, James C. “Domination, Acting and Fantasy” and “Sites of the Hidden
Transcript.” Domination and the Arts of Resistance. New Haven: Yale

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Press, 1990. 23-36 and 120-124.
10/15 Community Voices
W Assignment 3 Due
Video:
KPFA On the Air
10/20 Editing Workshop 3 (Rewrites Due 10/27)
M
10/22 Muckraking
W Read:
Baker, Ray Stannard. “Following the Color Line in the South.” Following the
Color Line: An Account of Negro Citizenship in the American Democracy.
New York: Doubleday Books. [1908] 1964. 26-44.
Baker, Ray Stannard. “The Right to Work.” Muckraking: Three Landmark
Articles. New York: St. Martin’s, [1903] 1994. 80-100.
10/27 Modern Muckraking
M Read:
Nathan, Debbie. “A Plague and Its Healers” and “Accusations.” Satan’s Silence:
Ritual Abuse and the Making of the Modern American Witch Hunt. NY:
Basic Books, 1995. 107-159.
Buzenberger, Bill. “Understanding the Value of Investigative Reporting.” Nieman
Reports. 62:1 (2008) Available for download at:
http://www.nieman.harvard.edu/reports/08-1NRspring/p36-buzenberg.html
Video:
Capturing the Friedmans
10/29 Citizen and Community Journalism
W 2nd
Blackboard reflection must be completed by this class
Read:
Rodriguez, Clemencia. “From Alternative Media to Citizen’s Media.” Fissures
in the Mediascape. Cresskill, NJ: Hampton Press, 2001. 1-24.
Rennie, Ellie. “Community.” Community Media: A Global Introduction.
Lanham, MD: Rowman & Littlefield, 2006. 15-45.
Videos:
Assorted clips from community video projects in Palo Alto, San Antonio, and
NYC
11/3 Citizen and Community Journalism
M Read:
Selected articles on “Citizen Journalism” in the Nieman Reports. 59:4(2005)
Available for download at:
http://www.nieman.harvard.edu/reports/05-4NRwinter/Bowman&Willis-NRw05.pdf
http://www.nieman.harvard.edu/reports/05-4NRwinter/Min-NRw05.pdf

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http://www.nieman.harvard.edu/reports/05-4NRwinter/Bentley-NRw05.pdf
http://www.nieman.harvard.edu/reports/05-4NRwinter/Parr-NRw05.pdf
http://www.nieman.harvard.edu/reports/05-4NRwinter/Woo-NRw05.pdf
11/5 New Social Movement Media
W Read:
Enzensberger, Hans Magnus. “Constituents of a Theory of Media.” New Left
Review 64 (1970) 13-36.
Reed, TV. “Will the Revolution Be Cybercast? New Media, the Battle of Seattle
and Global Justice.” The Art of Protest: Culture and Activism from the
Civil Rights Movement to the Streets of Seattle. Minneapolis: U. of MN
Press, 2005. 204-285.
Videos:
Assorted Clips by Deep Dish, the Biotic Baking Brigade, Yes Men
11/10 Subcultural Writing: Zines and Blogs
M Read:
Benjamin, Walter. “The Author as Producer.” Reflections, Ed. Peter Demetz.
NY: Schocken Books. 1986. 220-238.
Turner, Fred. “The Whole Earth Catalog as Information Technology.” From
Counterculture to Cyberculture. Chicago: University of Chicago, 2006.
69-102.
Videos:
Assorted clips by TV/TV, Raindance, Ant Farm
11/12 Subcultural Writing: Zines and Blogs
W Assignment 4 Due
Read:
Duncombe, Stephen. “Identity.” Zines and the Politics of Underground Culture.
London: Verso, 1997. 17-43.
McElroy, Lisa. “The Anxious and the Damned.” Guinea Pig Ground Zero.
Robert Helms, Ed. NOLA: GC Press, 2002. 18-21.
Video:
A Hundred Dollars and a T-Shirt
11/17 Editing Workshop 4 (Rewrites Due 11/24)
M
11/19 No Class – Do Reading and Work on Your Story
11/24 New Journalism
M Read:
Wolfe, Tom. The Radical Chic and Mau-Mauing the Flak Catchers.
11/ 26 THANKSGIVING BREAK

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12/1 Newer Journalism and Alternative Journalism Economies
M Assignment 5 Due
Read:
Peck, Abe. “From Underground to Alternative: Peace Signs and Dollar Signs.”
Media Studies Journal. 13:2 (1999): 44-51.
Bates, Eric. “Chaining the Alternatives.” The Nation. June 29, 1998. 11-18.
Powers, Ann. “The Cultured Proletariat.” Weird Like Us: My Bohemian America.
New York: Da Capo Press, 2000. 153-177.
12/3 Editing Workshop 5 (Rewrites due 12/5 in my mailbox)
W 3rd
Blackboard reflection due.
12/12 Final Exam must be handed in by noon to 219 Newcomb Hall.

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Description of Writing Assignments:
1. Write a profile of a worker who represents the proletariat today. (short – 500 words)
2. Conduct interviews to rewrite a story about a routine event (crime, politics, the economy,
etc.) from the perspective of a social group that you do not belong to and is marginalized
from mainstream coverage of that event. (short – 500 words)
3. Write a review of a cultural practitioner, event, or product (short – 500 words)
4. Write an investigative, muckraking piece on the roots, current state, and possible
solutions to a current problem in New Orleans. (long – 1250 words)
5. Rewrite either article 1 or 2 using an underground/literary journalism style. (short – 500
words)
Description of Blackboard Reflection Journal Assignments:
1. Describe the physical space where you conducted one of your interviews. How did that
space meet and/or break your expectations?
2. Using one of the readings from October 9, write about “the politics of giving voice” in
doing your third writing assignment.
3. Evaluate your experience as an alternative journalist in New Orleans. What was the
biggest challenge that you faced in providing an alternative to mainstream news and how
might you try to address this challenge in the future?