This is the syllabus for JNL-1102, Reporting and Writing News I, at the National Management College in Yangon, Myanmar. This is Professor Austin's class for the semester beginning June 1, 2015.
This design document outlines instruction for teaching students how to embed quotations in their writing. The target audience is the instructor's current students. An assessment found many students struggled with correctly placing quotations within sentences. The goal is for students to construct grammatically correct sentences with embedded quotations. A learner analysis describes the student demographic and identifies that reading level correlates with quotation skills. A task analysis details the procedural steps to embed a quotation. Objectives focus on choosing evidence, using signal phrases, and correct punctuation. Assessments will evaluate skills through writing prompts. A sequence of instruction is provided using strategies like modeling and feedback to teach the objectives. Differentiation and universal design accommodate various learners. Formative evaluation involves a subject matter expert
This document provides information for students taking English III. It introduces the teachers, explains how to set up audio for online sessions, and outlines how the course is structured. The course covers American literature from the Colonial period to present across two semesters. Students will study literature in its historical context and learn journalistic skills. Required books and homework submission procedures are also outlined.
This document provides information about changes to the Cambridge English First (FCE) exam that will be implemented in January 2015. It summarizes the key differences between the old and new exams, including shorter reading texts with fewer questions, an essay rather than letter/email for the writing exam, and adjustments to the listening and speaking sections. Sample exam questions and exercises are included to help students prepare for the format of the new exam.
Bader Reading And Language Inventory Ppt For Red 6546Jclark65
The Bader Reading and Language Inventory is a 233-page manual published in 1983 that assesses reading comprehension, language comprehension, decoding, and other skills in students from pre-K to grade 3 and above. The test consists of 3 sections - word recognition, reading comprehension, and a writing sample - that build upon each other. It provides entry reading levels for students and allows teachers to identify strengths to encourage students.
This document provides an overview of different types of objective test items including true/false, matching, multiple choice, and completion test items. It discusses the key characteristics of each type of item and provides suggestions for writing effective items. Some key points include:
- True/false items should avoid absolute terms and be clearly true or false without qualifications. Matching items should have homogeneous options and unambiguous questions.
- Multiple choice items should have a clear stem and plausible distractors. The correct answer should be the only logically correct choice.
- Completion items should require a single-word answer and omit only key terms.
- Advantages of objective items include ease of scoring and ability to test a wide range
This design document outlines instruction for teaching students how to embed quotations in their writing. The target audience is the instructor's current students. An assessment found many students struggled with correctly placing quotations within sentences. The goal is for students to construct grammatically correct sentences with embedded quotations. A learner analysis describes the student demographic and identifies that reading level correlates with quotation skills. A task analysis details the procedural steps to embed a quotation. Objectives focus on choosing evidence, using signal phrases, and correct punctuation. Assessments will evaluate skills through writing prompts. A sequence of instruction is provided using strategies like modeling and feedback to teach the objectives. Differentiation and universal design accommodate various learners. Formative evaluation involves a subject matter expert
This document provides information for students taking English III. It introduces the teachers, explains how to set up audio for online sessions, and outlines how the course is structured. The course covers American literature from the Colonial period to present across two semesters. Students will study literature in its historical context and learn journalistic skills. Required books and homework submission procedures are also outlined.
This document provides information about changes to the Cambridge English First (FCE) exam that will be implemented in January 2015. It summarizes the key differences between the old and new exams, including shorter reading texts with fewer questions, an essay rather than letter/email for the writing exam, and adjustments to the listening and speaking sections. Sample exam questions and exercises are included to help students prepare for the format of the new exam.
Bader Reading And Language Inventory Ppt For Red 6546Jclark65
The Bader Reading and Language Inventory is a 233-page manual published in 1983 that assesses reading comprehension, language comprehension, decoding, and other skills in students from pre-K to grade 3 and above. The test consists of 3 sections - word recognition, reading comprehension, and a writing sample - that build upon each other. It provides entry reading levels for students and allows teachers to identify strengths to encourage students.
This document provides an overview of different types of objective test items including true/false, matching, multiple choice, and completion test items. It discusses the key characteristics of each type of item and provides suggestions for writing effective items. Some key points include:
- True/false items should avoid absolute terms and be clearly true or false without qualifications. Matching items should have homogeneous options and unambiguous questions.
- Multiple choice items should have a clear stem and plausible distractors. The correct answer should be the only logically correct choice.
- Completion items should require a single-word answer and omit only key terms.
- Advantages of objective items include ease of scoring and ability to test a wide range
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
This document outlines the syllabus for an ENGL 102: Writing and Rhetoric course taught in fall 2021. The class will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20am and will focus on developing students' writing, research, and critical thinking skills through analyzing assigned texts. Students will read sections from The Norton Field Guide to Writing each week and apply rhetorical concepts to their own writing. The primary assignments will include journals, peer reviews, and four essays analyzing texts through an eco-criticism lens. Attendance is mandatory, late work is not accepted, and academic dishonesty is strictly prohibited. The course policies, resources, and tentative schedule are also
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
Reading 2 guideline for item writing writing testenglishonecfl
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
This document provides information about the HUM/SBS 3970-001 course offered in Spring 2016, including instructors, course description, materials, goals, accommodations, additional guidelines, grading rubric and schedule. The career preparation course is designed to help majors in humanities and social/behavioral sciences develop practical job search skills like personal branding, networking, resume/cover letter writing and interviewing. Students will complete assignments such as journal reflections, creating a LinkedIn profile, conducting informational interviews and doing a final career pitch presentation and mock interview. The course aims to help students transition from university to professional plans or post-graduate programs.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
This document outlines the assignment requirements for an EWRT 1A college course. It includes 4 essays of increasing length on various topics that must be completed over the course of the semester for a total of 675 points. There are also 5 short-answer exams worth 25 points each, weekly homework posts for 150 points, and class participation, quizzes and activities for 125 points. The course utilizes the book The Hunger Games as a reference point and foundation for several of the essay prompts. Overall, students will be assessed based on their performance on multiple written assignments, homework, and class involvement.
Reading 2 - test specification for writing test - vstepenglishonecfl
This document provides guidelines for designing effective writing prompts for tests. It recommends clearly defining the intended writing skills being assessed and the specific task, such as writing an essay. The task should be situated within a problem or scenario to provide context. An example compares a less focused prompt about social media's impact to a more focused one about its impact on young people. Overall, the document stresses the importance of crafting clear, specific writing prompts that guide test takers to demonstrate the intended writing skills.
This document provides information about an English 102 course titled "Writing and Rhetoric" taught in fall 2021. It outlines the course policies, assignments, and required textbook. The course will focus on applying rhetorical concepts and critical thinking skills to analyze assigned texts. Students will complete writing assignments, give and receive peer feedback, and read sections from "The Norton Field Guide to Writing" each week. The primary assignment will analyze texts through an eco-criticism lens but other approaches can also be discussed. Students must follow policies on attendance, technology use, academic honesty, and respectful classroom conduct.
This document outlines the syllabus for an English 102 course titled "Writing and Rhetoric" taught in fall 2021. The course will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20am and will focus on applying rhetorical concepts, research skills, critical thinking, and the writing process to assigned texts. Students will read sections from The Norton Field Guide to Writing each week and discuss them in class. The primary writings assigned will be from the eco-criticism movement. Course policies outline attendance, classroom conduct, technology use, deadlines, academic honesty, and campus resources for students.
This document discusses testing oral ability through oral exams. It outlines appropriate tasks to test oral ability, including operations like expressing, narrating, and eliciting. It discusses criterial levels of performance in terms of appropriacy, accuracy, range, size, accent, grammar, vocabulary, and comprehension. Possible test formats are also outlined, such as interviews, interactions between candidates, and responses to recordings. Techniques for eliciting behaviors from candidates and obtaining valid and reliable scoring are also discussed.
This document provides instructions for a home learning project about child soldiers in Africa. It includes an article about child soldiers and tasks for students to complete, such as defining key words, answering questions about the article, researching a charity website, planning and writing a creative story, and uploading their work to a blog. Students are to spend about 6 hours total completing the various reading, writing, and research activities. They are provided guidance on where to find help or resources if needed. At the end, students are to complete a self-assessment checklist of their writing skills.
Ielts general-training-writing-task-1-planning-Amiris Helena
The document provides materials for an IELTS writing lesson that teaches students how to plan and write a response for a General Training Task 1 question. The lesson guides students through analyzing a sample question, brainstorming responses, and using formal language and cohesive devices to structure a three-paragraph letter addressing the three points of the question. Worksheets provide space for students to plan their response and receive feedback on their use of language and organizational structure.
This document provides a course description and syllabus for an English 10 class. It outlines the course's expectations, content, materials, policies, grading procedures, and key literary works that will be covered over the school year. Students will read various short stories, novels, poems, plays and informational texts. They will also complete writing assignments including essays, stories, poems and research papers. The syllabus details attendance policies, expectations for homework and classwork, and a grading scale for evaluations. It aims to prepare students for academic success through rigorous reading and writing assignments.
This document summarizes the key activities and discussions from a workshop on developing VSTEP listening test items in Hanoi, Vietnam in December 2015. It describes four main activities: 1) familiarizing participants with CEFR listening descriptors, 2) defining the test construct, 3) reviewing test specifications, and 4) practicing item writing techniques. It also covers preparing listening texts, working with native speakers, and a hands-on practice session where participants wrote test items using short base texts. Throughout, it emphasizes expert approaches and best practices for writing high-quality listening test items.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document provides information about an Intermediate Oral Skills course offered through the Minnesota English Language Program in Spring 2014. The course aims to improve students' listening and speaking skills for academic purposes. It will be held Monday through Friday from 2:30-4:25pm, with some Thursday classes in Jones Hall. Students will develop their skills through activities like discussions, presentations and language lab work. Assessment will include presentations, tests, homework and a final exam. Students are expected to attend regularly and participate fully in English. The document outlines course objectives, materials, policies and support available.
This document provides guidance for producing a video news assignment. Key deadlines include discussing the assignment on March 2nd and having a story idea due by March 16th, with the final video due on April 13th. Students will work in pairs to shoot and edit a 2-3 minute video news package on a newsworthy local topic. The document reviews considerations for video journalism, including choosing a topic, shooting footage, interviewing subjects, and editing the package together with b-roll, sound bites, and a voiceover.
This document provides an overview of the College Writing I course taught by Christin Van Atta. It includes information about the instructor, required materials, course description, writing assignments, policies, schedule, and learning outcomes. The major writing assignments are designed to move from reflecting internally on oneself as a writer to exploring how writing connects one to others and back to examining oneself. Students will complete 4 major writing assignments, peer reviews, and various in-class writings totaling at least 20 pages over the semester. The course aims to teach students about writing as a discipline and improve their skills in areas such as rhetorical knowledge, critical thinking, the writing process, collaboration, conventions, and composing in digital environments.
What Is News - JNL-1102, Reporting and Writing I, Professor Austin, National ...Linda Austin
What Is News? is a presentation by Professor Linda Austin to JNL-1102, Reporting and Writing I, students at the National Management College in June 2015.
This document discusses different types of leads for news stories. It identifies the key criteria for a newsworthy story, including significance, interest, conflict, unusualness, proximity, immediacy, and follow-up angles. It outlines best practices for crafting leads, such as using an intriguing fact or question to grab attention in the first sentence. The document also describes common pitfalls to avoid, like including too many details or ordinary information. Finally, it categorizes different lead styles, such as the hard news lead with the 5 W's, soft leads, umbrella leads, delay leads, and statement or question leads.
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
This document outlines the syllabus for an ENGL 102: Writing and Rhetoric course taught in fall 2021. The class will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20am and will focus on developing students' writing, research, and critical thinking skills through analyzing assigned texts. Students will read sections from The Norton Field Guide to Writing each week and apply rhetorical concepts to their own writing. The primary assignments will include journals, peer reviews, and four essays analyzing texts through an eco-criticism lens. Attendance is mandatory, late work is not accepted, and academic dishonesty is strictly prohibited. The course policies, resources, and tentative schedule are also
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
Reading 2 guideline for item writing writing testenglishonecfl
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
This document provides information about the HUM/SBS 3970-001 course offered in Spring 2016, including instructors, course description, materials, goals, accommodations, additional guidelines, grading rubric and schedule. The career preparation course is designed to help majors in humanities and social/behavioral sciences develop practical job search skills like personal branding, networking, resume/cover letter writing and interviewing. Students will complete assignments such as journal reflections, creating a LinkedIn profile, conducting informational interviews and doing a final career pitch presentation and mock interview. The course aims to help students transition from university to professional plans or post-graduate programs.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
This document outlines the assignment requirements for an EWRT 1A college course. It includes 4 essays of increasing length on various topics that must be completed over the course of the semester for a total of 675 points. There are also 5 short-answer exams worth 25 points each, weekly homework posts for 150 points, and class participation, quizzes and activities for 125 points. The course utilizes the book The Hunger Games as a reference point and foundation for several of the essay prompts. Overall, students will be assessed based on their performance on multiple written assignments, homework, and class involvement.
Reading 2 - test specification for writing test - vstepenglishonecfl
This document provides guidelines for designing effective writing prompts for tests. It recommends clearly defining the intended writing skills being assessed and the specific task, such as writing an essay. The task should be situated within a problem or scenario to provide context. An example compares a less focused prompt about social media's impact to a more focused one about its impact on young people. Overall, the document stresses the importance of crafting clear, specific writing prompts that guide test takers to demonstrate the intended writing skills.
This document provides information about an English 102 course titled "Writing and Rhetoric" taught in fall 2021. It outlines the course policies, assignments, and required textbook. The course will focus on applying rhetorical concepts and critical thinking skills to analyze assigned texts. Students will complete writing assignments, give and receive peer feedback, and read sections from "The Norton Field Guide to Writing" each week. The primary assignment will analyze texts through an eco-criticism lens but other approaches can also be discussed. Students must follow policies on attendance, technology use, academic honesty, and respectful classroom conduct.
This document outlines the syllabus for an English 102 course titled "Writing and Rhetoric" taught in fall 2021. The course will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20am and will focus on applying rhetorical concepts, research skills, critical thinking, and the writing process to assigned texts. Students will read sections from The Norton Field Guide to Writing each week and discuss them in class. The primary writings assigned will be from the eco-criticism movement. Course policies outline attendance, classroom conduct, technology use, deadlines, academic honesty, and campus resources for students.
This document discusses testing oral ability through oral exams. It outlines appropriate tasks to test oral ability, including operations like expressing, narrating, and eliciting. It discusses criterial levels of performance in terms of appropriacy, accuracy, range, size, accent, grammar, vocabulary, and comprehension. Possible test formats are also outlined, such as interviews, interactions between candidates, and responses to recordings. Techniques for eliciting behaviors from candidates and obtaining valid and reliable scoring are also discussed.
This document provides instructions for a home learning project about child soldiers in Africa. It includes an article about child soldiers and tasks for students to complete, such as defining key words, answering questions about the article, researching a charity website, planning and writing a creative story, and uploading their work to a blog. Students are to spend about 6 hours total completing the various reading, writing, and research activities. They are provided guidance on where to find help or resources if needed. At the end, students are to complete a self-assessment checklist of their writing skills.
Ielts general-training-writing-task-1-planning-Amiris Helena
The document provides materials for an IELTS writing lesson that teaches students how to plan and write a response for a General Training Task 1 question. The lesson guides students through analyzing a sample question, brainstorming responses, and using formal language and cohesive devices to structure a three-paragraph letter addressing the three points of the question. Worksheets provide space for students to plan their response and receive feedback on their use of language and organizational structure.
This document provides a course description and syllabus for an English 10 class. It outlines the course's expectations, content, materials, policies, grading procedures, and key literary works that will be covered over the school year. Students will read various short stories, novels, poems, plays and informational texts. They will also complete writing assignments including essays, stories, poems and research papers. The syllabus details attendance policies, expectations for homework and classwork, and a grading scale for evaluations. It aims to prepare students for academic success through rigorous reading and writing assignments.
This document summarizes the key activities and discussions from a workshop on developing VSTEP listening test items in Hanoi, Vietnam in December 2015. It describes four main activities: 1) familiarizing participants with CEFR listening descriptors, 2) defining the test construct, 3) reviewing test specifications, and 4) practicing item writing techniques. It also covers preparing listening texts, working with native speakers, and a hands-on practice session where participants wrote test items using short base texts. Throughout, it emphasizes expert approaches and best practices for writing high-quality listening test items.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document provides information about an Intermediate Oral Skills course offered through the Minnesota English Language Program in Spring 2014. The course aims to improve students' listening and speaking skills for academic purposes. It will be held Monday through Friday from 2:30-4:25pm, with some Thursday classes in Jones Hall. Students will develop their skills through activities like discussions, presentations and language lab work. Assessment will include presentations, tests, homework and a final exam. Students are expected to attend regularly and participate fully in English. The document outlines course objectives, materials, policies and support available.
This document provides guidance for producing a video news assignment. Key deadlines include discussing the assignment on March 2nd and having a story idea due by March 16th, with the final video due on April 13th. Students will work in pairs to shoot and edit a 2-3 minute video news package on a newsworthy local topic. The document reviews considerations for video journalism, including choosing a topic, shooting footage, interviewing subjects, and editing the package together with b-roll, sound bites, and a voiceover.
This document provides an overview of the College Writing I course taught by Christin Van Atta. It includes information about the instructor, required materials, course description, writing assignments, policies, schedule, and learning outcomes. The major writing assignments are designed to move from reflecting internally on oneself as a writer to exploring how writing connects one to others and back to examining oneself. Students will complete 4 major writing assignments, peer reviews, and various in-class writings totaling at least 20 pages over the semester. The course aims to teach students about writing as a discipline and improve their skills in areas such as rhetorical knowledge, critical thinking, the writing process, collaboration, conventions, and composing in digital environments.
What Is News - JNL-1102, Reporting and Writing I, Professor Austin, National ...Linda Austin
What Is News? is a presentation by Professor Linda Austin to JNL-1102, Reporting and Writing I, students at the National Management College in June 2015.
This document discusses different types of leads for news stories. It identifies the key criteria for a newsworthy story, including significance, interest, conflict, unusualness, proximity, immediacy, and follow-up angles. It outlines best practices for crafting leads, such as using an intriguing fact or question to grab attention in the first sentence. The document also describes common pitfalls to avoid, like including too many details or ordinary information. Finally, it categorizes different lead styles, such as the hard news lead with the 5 W's, soft leads, umbrella leads, delay leads, and statement or question leads.
Top 11 Places to Find Story Ideas - Translated into BurmeseLinda Austin
This presentation offers 11 places to find ideas for news stories. Fulbright Scholar Linda Austin prepared it for a journalism workshop in Mawlamyaine, Myanmar, in August 2015.
Top 11 Places to Find Good Story Ideas - JNL-1102 - Reporting and Writing I -...Linda Austin
This presentation offers 11 places to look for good ideas for news stories. It also encourages journalism students to always be on the hunt for story ideas and to ask "why?" and "who benefits?" It goes with Chapter 2 of Reporting and Writing News: A Basic Handbook by Peter Eng and Jeff Hodson. Professor Linda Austin prepared it for her JNL-1102 reporting students at the National Management College in Yangon, Myanmar, in July 2015.
Chapter 12 - Getting the Story Right and Being Fair - JNL-2105 - Journalism E...Linda Austin
This presentation teaches journalism students how to be accurate by verifying information and avoiding hoaxes. It also teaches fairness, including avoiding confirmation bias. It goes with Chapter 12 of The Ethical Journalist by Gene Foreman. Professor Linda Austin created it for her JNL-2105 journalism ethics students at the National Management College in Yangon, Myanmar.
Getting the Story Right and Being Fair -- Translated into BurmeseLinda Austin
This presentation teaches the basics of journalism: getting the story right and being fair. It introduces an accuracy checklist for journalists. Fulbright Scholar Linda Austin prepared it for a journalism workshop in Mawlamyaine, Myanmar, in August 2015.
12 Things To Remember - JNL-2105 - Journalism Ethics - Professor Linda Austin...Linda Austin
This presentation distills down a semester-long journalism ethics class to 12 basics. Professor Linda Austin prepared it for her journalism ethics students at the National Management College in Yangon, Burma, in September 2015.
This document provides tips for improving photography skills. It discusses the rule of thirds for composition, avoiding distracting bright spots, controlling the background, taking a variety of shots from different angles and distances, anticipating the decisive moment, and providing useful captions. While following these guidelines can improve photos, the document also encourages experimenting and breaking rules at times to find interesting compositions. The overall message is that photographers should have fun and not feel limited in their creativity.
Exercise for definitions in Chapter 4: Basic Requirements of Good Stories - J...Linda Austin
This is a matching exercise for the definitions in Chapter 4: Basic Requirements of Good Stories in "Reporting and Writing News: A Basic Handbook," by Peter Eng and Jeff Hodson. It was prepared by Professor Linda Austin for students in JNL-1102 Reporting and Writing I at the National Management College in Yangon, Myanmar.
SEMSEO 2011 - Universal Search - Google Newsthereachgroup
Vortrag von Christoph Burseg (TRG - The Reach Group) auf der SEMSEO 2011 in Hannover. Im Panel Universal Search berichtete Christoph Burseg (neben Martin Mißfeldt und Niels Dörje) über Zahlen und Fakten aus Google News.
The document provides instructions for a student video journalism assignment. It discusses important deadlines, choosing a newsworthy topic, conducting interviews, shooting footage, and editing the final video package using iMovie. Students are instructed to work in pairs, with one person operating the camera and the other conducting interviews. The final video should be 2-3 minutes and include interviews, b-roll footage, and a voiceover to tell the news story.
This short document promotes the creation of Haiku Deck presentations on SlideShare by stating "Inspired?" and providing a button to "GET STARTED" making your own Haiku Deck presentation. It encourages the reader to be inspired to make their own presentation using Haiku Deck on SlideShare.
PhotoJournalism Syllabus and Class Directives PresentationBrad Lewis
This photojournalism course is designed to help students improve their photography skills and use of visual storytelling. Students will learn photography basics, digital camera use, technical and compositional techniques, and the skills of photojournalism. Coursework involves research, note-taking, taking photographs, and blogging. Students must follow classroom policies around equipment use, cell phones, food/drink, and deadlines. The course uses standards-based grading where students are assessed on their proficiency of objectives rather than points. Successful completion prepares students for application to the school's journalism production classes.
This document provides tips for finding ideas for profile stories. It suggests talking to strangers and people you know to find interesting stories, eavesdropping on conversations to hear about noteworthy people or events, browsing bulletin boards for event ideas, utilizing social media to see who people are talking about, reading alumni updates for accomplishments, and seeing what other media outlets are already covering to find profile-worthy subjects. The overall goal is to find people doing interesting things that could be the focus of a student-written profile story.
This document provides guidance for writing headlines and content for websites and social media. It discusses writing headlines that are clear, concise, search engine optimized and deliver on promises. It also covers writing web-friendly content, using hyperlinks, multimedia, and updating regularly. Social media best practices covered include using Twitter to find sources and story ideas, build an audience through hashtags and engagement.
This document provides instructions for a profile story assignment. Students are asked to write a 650-800 word news story focused on a real, living person who is interesting and newsworthy. Examples of newsworthy subjects include athletes, artists, and people who have overcome adversity or won awards. The person profiled must be willing to be identified and have their story published. Students must pitch their story idea to the instructor in advance and receive approval before profiling someone. The completed story is due on March 6th and must follow standard newswriting practices.
The document provides guidance on conducting effective interviews in three phases: before, during, and after. It stresses the importance of preparation before an interview through research, developing questions, and reconnaissance of the location. During the interview, it advises arriving early, being respectful, taking thorough notes, and getting contact information. After, it recommends capturing details immediately and sending a thank you.
This course focuses on investigating the rhetorical nature of style and how style is associated with audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is for students to become adept at writing in different situations for various audiences. Over the semester, students will complete assignments building towards projects in various genres. A final portfolio including a revised project and reflective statement is required. Students will be evaluated on draft workshops, assignments, projects in different genres, and the final portfolio. The course aims to prepare students to effectively write for different audiences and purposes.
CMGT 304 Risk, Safety and Environmental Risk Management Plan.docxclarebernice
CMGT 304
Risk, Safety and Environmental Risk Management Plan Report
Students will prepare and present a comprehensive report, addressing Risk, Safety and Environmental
Management for a specific construction project of their choosing. Project must be pre-approved in
advance, by the instructor. Milestone dates and specific criteria for progressive submission of elements
of this report are included in the assignment.
Grading Structure
Report is 30% of the overall course grading.
Specifics
This is a team project. Your team needs to designate a Team Leader and confirm the name of the Leader
to me via E-mail by Monday, March 27th. The Team Leader will serve as the conduit for
communications. All future correspondence from and to your Team on this project will go thru this
leader.
The final output of your team will be 5 deliverables:
1. Team leader name by March 24 or sooner
2. Submittal of Project by March 27 or sooner; approval by March 28 or sooner
3. Peer Assessment of team members (Individual) -2 pts-Due April 25
4. Team paper (Group) 14 points-Due April 25; upload original to Blackboard
5. Power Point Presentation (Team) – 9 points-Due April 25; upload original to Blackboard after
presentation
Topic
You are to research one mega size international project. (examples such as the Boston Big Dig, China
Three Gorges dam, Brazil Olympics, London Olympics, etc.) that has been completed within the last 4
years, and research and explain the following. Previous projects reviewed during the course (and
submitted as exercises) are not to be considered. Include the following:
Background of project-description, benefits, etc.
What firms participated in the project? Designers, Constructors, managers
How did the project finish versus the planned initial project goals?
Why did the project succeed or not succeed-be specific.
Risk Management -Project Specific
o Boston Square (lecture Notes 3, Slide 46)
o Each team incorporate its own numbering and lettering system
o Risk Inventory Chart-Your Top 8 Risks
o Risk
o Source Group
o Probability Description and Rating
o Impact Description and Rating
o Revised Probability Description, Your Rational and Revised Rating
o Revised Impact description, Your rational and Revised Rating
o Written description of why you selected the specific risks.
Safety Management Issues-Project Specific
o Safety Hazard Analysis
o Detailed Analysis of the ‘Top Five’ Safety Hazards
Identification, Assessment, Evaluation,
Response, Monitor and Control
Project Specific Environmental Issues
o For each provide a detailed description/analysis of the Top Five Environmental Risks:
o Performance Objectives
o Management Strategies
o Responsibilities (Company and individual)
o Monitoring and Reporting-Monitoring and Corrective Actions
Description of additional (major) issues the construction project team experience duri ...
This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
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Syllabus: JNL-1102, News Reporting and Writing I, Professor Austin, National Management College, Yangon, Myanmar
1. Syllabus – JNL 1102, Reporting and Writing I
Professor Linda Austin | National Management College | June 2015 | laustin.nmc@gmail.com
Learning objectives:
What you will be able to do after successfully completing this course:
Identify stories that possess the attributes of good journalism: accurate, clear, audience-
focused, newsworthy, objective, fair, as well as reported ethically and without libel.
Demonstrate basic news writing skills, including writing summary news leads and inverted-
pyramid stories, using attribution and quotes correctly, as well as including context and
background.
Demonstrate basic reporting skills, including interviewing diverse individuals, showing a
command of basic math, and using traditional reference materials, the Internet, social media
and databases as sources.
Course description: This introductory news reporting course will teach you the basic reporting and
writing skills that you will need for further study in reporting for multiple platforms -- print,
broadcasting, online and mobile -- or for practicing public relations.
Required texts and other materials:
Writing and Reporting News: A Basic Handbook, second edition, by Peter Eng and Jeff
Hodson, 2009, for the Indochina Media Memorial Foundation. The Burmese-language version
will be distributed in class. Burmese- and English-language versions can also be downloaded as
PDFs at the first two links near the bottom of this Web page: http://bit.ly/1GC1bKP
Accuracy Checklist for Journalists, which will be provided.
Follow the news: You cannot be a successful journalist if you don’t keep up with the news.
The BBC has a Facebook page of news in Burmese: https://www.facebook.com/bbcburmese
The Irrawaddy also has a Facebook page of news in Burmese:
https://www.facebook.com/IrrawaddyBurmese
Read both, and come prepared to discuss current events in class. There will be a news quiz
most weeks based on these two sources. You can also get a daily email in English of links to
news about Burma from a variety of sources by subscribing at Burmanet.org.
Reporter’s notebooks, steno pads or legal pads and at least two pens are required to take
notes for assignments.
A digital audio recorder is highly recommended but not required. If you have an Android
smartphone, you can use it as a recorder by downloading either of these free apps: Easy Voice
Recorder by Digipom -- http://bit.ly/1JOB3N5 -- or Sound Recorder by Needom Studio:
http://bit.ly/1GsQojp
The above apps do not work to record phone calls; try the free Automatic Call Recorder by
Appliqato for recording phone calls: http://bit.ly/1FuC79C. Despite its name, you can chose
which calls you record. Always ask permission of the other party before recording a phone call.
If you have a smartphone, download the free Quizlet app: http://bit.ly/1AbndiE Then, search
for: “Vocabulary Words from ‘Writing and Reporting the News: A Basic Handbook,’ by Peter
Eng and Jeff Hodson”: https://quizlet.com/_19v9g1 You will find several ways to learn the 23
vocabulary words including flash cards and games. After you’ve accessed the vocabulary-word
set once, you can use the Quizlet app without being connected to the Internet. There will be a
vocabulary quiz on June 22 based on these 23 words, which form the glossary on page xiv of
Writing and Reporting the News: A Basic Handbook.
Other useful books include a dictionary and a thesaurus.
Attendance: You are expected to be in every class, and you are expected to arrive on time. There are
no excused absences or lateness, and no makeup work will be given. If you are not present for a
2. Page 2 of 5
quiz or in-class assignment, you will not receive credit. This includes homework with an in-class
component assigned when you are absent. The dropped-grade (below) is designed to account for
missed assignments due to illnesses and emergencies.
Assignments: You will do most of your reporting and much of your writing in the classroom.
Generally, your instructor will be the source for your story – he/she will provide you with basic
information, and you will report the story by asking questions. At other times, the instructor will bring
someone into the classroom for you to interview, or you will watch a news conference or other event
and then write about it. You will write a number of your stories in class on tight deadlines. At other
times, you will begin writing your assigned story in class, where you can get feedback from the
instructor on your lead, structure, etc., and then you will take your story home to complete by a
designated deadline.
Outside writing assignment: As part of the final exam, you will produce an out-of-class enterprise
assignment. You will pitch a simple enterprise story idea to your instructor, who must approve the
assignment. Then, once your instructor approves the idea, you will go out and report the story, doing
real interviews with at least three sources, and turn in a story of 600-800 words. You must submit a
draft for your instructor’s review before turning in the final story. The story pitch is due July 27;
the draft is due Aug. 21, and the final story is due Sept. 4. The outside writing
assignment cannot be dropped.
Quizzes and tests: During the first class period of most weeks, there will be a graded quiz covering
current news events, lectures and textbook readings from the previous week. While there is no
traditional midterm or final exam, you will be given midterm and final writing assignments that must
be completed in class during the exam time without consultation with the instructor; the midterm
and final writing assignments cannot be dropped. The outside writing assignment will be
considered the take-home portion of the final exam.
Class participation: I strongly encourage you to ask questions and participate in class discussions.
We are all learning together, and your questions may well help others.
Accuracy: Since accuracy is the most important aspect of journalism, we will adhere to rigid
standards. Any major error of fact – a misspelled proper name, an erroneous phone number, an
incorrect address, a libelous statement or a misstatement of a major fact (in other words, anything
that would require a printed correction if the story were to appear in a newspaper) – will result in a
zero on that assignment.
Deadlines: Since this course is designed to immerse students in the world of journalism, we will
replicate the tight and unbending deadlines of a real newsroom. That means assignments must be
submitted by the designated time. No late assignments will be accepted; you will receive a zero.
Dropped-grades policy: Your two lowest grades on in-class writing assignments and your two
lowest quiz grades will be dropped. This means that if you must miss a class and you receive a “zero”
on that assignment or quiz, the grade may be dropped. The outside writing assignment and midterm
and final writing assignments cannot be dropped, and your instructor may decide that other
assignments or quizzes throughout the semester also may not be dropped. You will be told ahead of
time which assignments these are.
3. Page 3 of 5
Grading of stories: Stories that have no factual errors and are submitted on time will be evaluated
on the following criteria: lead (intro), content, attribution, organization and writing. Here is a chart
that describes how stories will be graded; the highest score for a story is 100 points:
Scoring criteria: how
many points
Excellent: 20
to 16 points
Good: 15 to 11
points
Fair: 10 to 6
points
Poor: 5 to 0
points
Lead (intro):
Draws readers into the story;
is concise yet complete.
Content: Contains fair,
accurate, objective, timely
information that is relevant
to the audience.
Attribution: Uses multiple
sources; includes all relevant
viewpoints; use quotations
and identifies sources
properly.
Organization: Has the
impact before the details, the
new info before the
background. The story is
complete, has context and
answers most readers’
questions.
Writing: Is clear, concise
and easy to understand.
Follows spelling,
punctuation and grammar
rules.
Your final grade will be determined as follows:
Tutorial #1 6 marks
Quizzes
In-class writing assignments
Class participation
Tutorial #2 8 marks
Midterm in-class writing assignment
Tutorial #3 6 marks
4. Page 4 of 5
Quizzes
In-class writing assignments
Class participation
Final exam 80 marks
In-class writing assignment on final exam day
Outside writing assignment based on story pitch
TOTAL 100 marks
Scale for final course grades: GP 5=75 marks and above; GP 4=74 to 64 marks; GP 3=64-50
marks; GP 2=49-35 marks; GP 1=34 to 0 marks
Classroom etiquette: Cell phones and all other mobile devices must be turned off during class.
Please do not interrupt others when they are speaking.
Academic integrity: If any student is found to have engaged in academic dishonesty in any form –
including but not limited to cheating, plagiarizing and fabricating – that student shall receive a GP 1
for the class. Plagiarism consists of using someone else’s words, phrases, sentences or ideas without
giving credit. This is true whether you do it intentionally or inadvertently.
Course schedule: Be sure to read textbook assignments before the week dedicated to that topic so
you can contribute to the discussion. All chapters are from Writing and Reporting News: A Basic
Handbook by Peter Eng and Jeff Hodson. This schedule is subject to change.
Week Dates
Chapter title and
subject for the week
Chapter
to read
BEFORE
week
starts Quiz/exam dates
Due dates
for
important
assignments
1 June 1-5 Journalists and the news 1 June 5: Syllabus
quiz
June 3: Return
student
questionnaire
2 June 8-12 Basic requirements of
good stories
4 June 8: Quiz on
news, lectures and
readings from
previous week
3 June 15-19 Basic story structure 3 June 15: Quiz on
news, lectures and
readings from
previous week
4 June 22-26 The lead 8 June 22:
Vocabulary quiz
5 June 29-
July 3
Organizing the story 9 June 29: Quiz on
news, lectures and
readings from
previous week
6 July 6-10 Using quotations 10 July 6: Quiz on
news, lectures and
readings from
previous week
5. Page 5 of 5
7 July 13-17 Tips on good writing 11 July 13: Quiz on
news, lectures and
readings from
previous week
8 July 20-24 Finding sources and story
ideas
2 July 20: In-class
midterm writing
assignment
9 July 27-30 Observation 5 July 27: Quiz on
news, lectures and
readings from
previous week
July 27: Story
pitch due
July 31 HOLIDAY – No class
10 Aug. 3-7 Interviewing techniques 6 Aug. 3: Quiz on
news, lectures and
readings from
previous week
11 Aug. 10-14 Using documents and the
Internet
7 Aug. 10: Quiz on
news, lectures and
readings from
previous week
12 Aug. 17-21 News releases 12 Aug. 17: Quiz on
news, lectures and
readings from
previous week
Aug. 21: Draft
story due
13 Aug. 24-28 Covering meetings,
speeches, news
conferences
13 Aug. 24: Quiz on
basic math
14 Aug. 31-
Sept. 4
Writing for digital media 16 Aug. 31: Quiz on
news, lectures and
readings from
previous week
Sept. 4: Final
story due
15 Sept. 7-11 Ethics 15 Sept. 7: Quiz on
news, lectures and
readings from
previous week
16 Sept. 14-18 Final exam In-class final exam
writing assignment