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JOHN CABOT UNIVERSITY

COURSE CODE: "JRN 320"
COURSE NAME: "Investigative Reporting"
SEMESTER & YEAR: Spring 2014
SYLLABUS

INSTRUCTOR: Judy Bachrach
EMAIL: [email protected]
 HOURS: MW 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: EN 110 with a grade of C or above; Recommended: DJRN 221
OFFICE HOURS:
COURSE DESCRIPTION:

Course Description

 

A good investigative story has scope, drama, context, novelty, shape and substance. And often, it offers excitement. Who knew that Mr. Smith was a crook? Who knew that Ms Jones was secretly fundraising for the opposition? Not as long as a book, the investigative piece can nonetheless live in the mind long after it is published, evoking characters, scenes, surprise and issues. It grabs reality and holds it intact, saying “I was there – or people I interviewed were there -- and this is what they – and the facts -- say it was like.”

 

This course will explore the techniques that make a good investigative story, from the selection of topic, to the kind of reporting required, to the ways to recreate the vitality, importance of what you’ve seen and heard – and/or what the people you interview have seen, experienced and heard. Expect to write a lot and learn to see writing as a process that rewards nimble thinking and trying again.
SUMMARY OF COURSE CONTENT:

Course elements

Writing is like using a muscle – the more you do it, the easier it is. So we will be writing and rewriting throughout the course.  Sometimes you will be writing IN class, but often your assignments will be weekend ones, and due on the following Monday.

 

The final will be a polished written piece, written in class – from your notes and previous drafts. So bring in all those materials on the last day!

 

Investigative Meetings

 

 

    After we do some initial research, most weeks we will hold an idea meeting to discuss what areas of the case we might explore, and which students should explore what aspects.  In other words: how we can capture that reality and write about it. Together we will come up with ways of approaching investigative journalism. The practice of analyzing current events and deciding how they might translate into stories will serve to familiarize you with the variety of forms and the elements they comprise. Participation and collaboration from everyone are essential to make this work.
And I mean lots of participation: it's important.

 

 
LEARNING OUTCOMES:
By the time you finish this semester, you will understand what investigative reporting encompasses. Theoretically ALL reporting should be investigative: meaning it should include careful research, penetrating interviews not just with the subject of the investigation but with those who know the subject in all sorts of ways. Not all of you will become journalists (although I hope a number of you will: it's an exciting and very rewarding profession! And I personally love it); but all of you by the time the summer rolls around will understand what good, honest journalism is about:: ie. telling people what they may not necessarily want to know, but what they SHOULD know.
Remember: You are the storytellers. And they have to be carefully checked and written to be honest.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Course and collaborative workYou are expected to attend every class and show up on time. This is important, because the most basic rule of journalism is this: SHOW UP, AND SHOW UP ON TIME. Follow the syllabus closely and check your emails regularly for any announcements or changes. Grades are based on: Attendance (unexcused absences and lateness count against your final grade) Timely submission of all assignments Quality of work. Quality of your class participation -- which is really important 50 percent
PresentationsWhat you write will of course be important. But you will also have to present your work -- read it, then answer questions -- to the class. A lot of journalists know that their work is accurate. But what they really need to know is whether their work is easily accessible to the public. Is it clear? Have all the issues been covered? Is it perfectly comprehensible, striking, interesting, and well laid out? All this will become clear when you read your assignments to the class and listen to their questions.30 percent
FinalThe final will be fun. It always is. That's all I intend to say about it.20 PERCENT

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:

The most important thing a journalist can do is show up. So no unexcused absences. One unexcused absence will mean a 0.5-point reduction in the final grade.

Two late arrivals count as an absence. If you are sick, that constitutes an excused absence of course. But bring in a doctor's note.

 

Late assignments will mean a 1 point reduction per day. Meaning an A will become an A-minus, etc.

Journalism is a deadline business. Broken computers are no excuse for a late paper.  Bring your laptops to class, always. A laptop is a journalist’s right arm.

 

Work must be original, the creation of the student. Plagiarism would imperil the survival of any magazine or newspaper, and students who plagiarize will fail the course.  This does NOT mean you can’t gather facts and figures from other newspapers and online sites regarding the subject you’re working on. But grabbing quotes without attribution to the source that originally got those quotes (ie New York Times, La Stampa, or whatever) – or rewording an entire article and calling it your own IS plagiarism. If Mrs X talks exclusively to the New York Times and says something so significant you want to quote her as well, you MUST say, as Mrs. X told the New York Times last year, “Blah-blah-blah.”

 

Cell phones are to be turned off during class.

 
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Calendar/Topics and Assignments

The course may at times vary from the calendar below. Watch your email for possible announcements of changes!!! We may want to take advantage of topical stories or issues or decide to approach some aspect of investigative writing in a different way.

 

Here’s what will be happening from January through March. More to come as the course progresses and we all get to know each other better!

 

 

January

                        Week One In class:  You are all going to be offering your opinions and thoughts in class about what investigative journalism is and what it should/ or should not be doing.

                         I will explain the inverted pyramid, which is the basis of all journalism.

                       Then you’ll be interviewing each other. Details to be explained. Some of what the person next to you will tell you will be true. Some won’t. It’s up to you to figure out what’s true and what’s a lie.

           

Course introduction and syllabus details

____

 

                                  A word or two about John Peter Zenger, the father of us all. Smart smart students will have looked up Mr. Zenger online or elsewhere and be prepared to discuss his importance to modern journalism and also by the way, the American Constitution.

 

 

    WEEK 2

                                   ALL INVESTIGATIVE INTERVIEWS DUE IN               HARD COPY AS WELL AS SENT VIA EMAIL TO ME BY CLASS TIME.

 To be discussed: What to write, and what NOT to Write. Great journalism. And bad, bad, bad journalism 

 

         

                       

WEEK   3      You’ll have scouted around for the very worst examples of  journalism you can find, and bring them to class to be read – aloud.                                             Interesting discussion of what constitutes shoddy investigative pieces – and why they are shoddy. So many to choose from!!             

 

                                             

                                                Bring:  Bad examples of journalism you’ve seen -- anywhere at all. The entire Internet is at your disposal.      

                       

                                               

WEEK 4                    EDWARD SNOWDEN. Read up on Snowden and we will discuss. He is a complicated man, and this is a complicated issue. There are no easy answers, although we all have our own opinions.

 

 

WEEK 5: INVESTIGATIVE ASSIGNMENTS. You will all figure out what or who needs investigating, and give the ideas to me for approval. (Approval is vital). You have 3 weeks in which to dig and report, and all of you will pair up with other classmates to complete these assignments

 

 

WEEK 6, JULIAN ASSANGE, HERO  OR VILLAIN? You will all be giving presentations on this issue in the weeks to come

 

WEEK 7, ASSANGE AND MANNING. Some more on the nature of journalists and their sources.

 

WEEK 8: You will hand in your investigative assignments. And read them out loud. Class participation necessary

 

 

WEEK 9: more discussion of investigative pieces. What went right? What went wrong? I don’t want to hear “He hung up so I never found out.”  Pursue, pursue, pursue.

 

WEEK 10: Judith Millier, a cautionary tale. The story of what happens when a famous journalist trusts her sources a little too much

 

WEEK 11: second round of investigative pieces. Same drill as before.  You have 2 weeks to complete the assignment.

 

WEEK 12 WOODWARD AND BERNSTEIN AND WATERGATE. WE WILL WATCH THE MOVIE AND ANALYZE WHAT THEY DID

 

WEEK 13: presentations of investigative reports and class participation

 

 

 

 

       From March 24th through the Final Exam, it’s a fair bet we’ll be reviewing what we’ve learned. Final Exam will be based on a lot of the work, the articles, interviews, analysis you’ve done before. So bring in your work, your laptops, everything!