BTMM 1011 Introduction to Media Theory Fall 2011

Section 001 Monday, Wednesday, Friday 10:00 10:50 am Gladfelter L013

Instructor
Dr. John Edward Campbell Office: Tomlinson 219 Phone: 215-204-1926 E-mail: campbell@temple.edu Office Hours: Monday, Wednesdays, Fridays, 11:00 am 1:00 pm

Teaching Assistants
Kathryn Beardsley Stephanie Palmieri kathryn.beardsley@temple.edu stephanie.palmieri@temple.edu

Course Description & Objectives

This class surveys key theoretical approaches to understanding human communication with an emphasis on forms of mediated communication. This course will endeavor to explain what theory is and what role it plays in our society. The learning objectives of this course include: Understanding important theoretical models of human communication Appreciating the function of theory in the field of media studies Gaining a fluency in the terminology used in the study of human communication Appreciating different methodological approaches to the study of human communication Writing effectively about theoretical frameworks and communication phenomena Utilizing various theoretical models in the analysis of contemporary media phenomena Developing the ability to think critically about various forms of media Refining communication skills, especially the ability to listen and discern vital information Appreciating the importance of following directions and meeting deadlines Developing effective time-management skills Acquiring a diverse array of cultural capital

BTMM 1011: Introduction to Media Theory Instructor Expectations

The instructor expects that all students in the class are fully capable adults. As such, the instructor expects all students to behave as adults and not engage in childlike behavior, including making excuses for not completing course requirements, leaving assignments to the last minute, asking for special treatment, or involving ones parents in classroom matters. The instructor expects all students to conduct themselves in a professional manner throughout the semester. Students are expected to have completed all the readings for a week prior to the class meeting and enthusiastically participate in class discussions. It is vital that those students unclear on a particular concept take the initiative to raise questions and seek clarification before the class moves on to new material. As class material is cumulative, failure to understand any of the key concepts early in the course will result in considerable confusion later in the semester. During class discussions, students are expected to be deferential of diverse points-of-view and respectful of differences in gender, race, ethnicity, class, age, religion, nationality, physical ability, and sexual orientation.

Course Readings
The required text for this class is available at the Temple University Bookstore. Intro to Mass Comm Theory edited by John Campbell (2010) Readings posted on Blackboard The following titles are not required, but they are recommended readings: Aronson, E. and Tavris, C. (2007). Mistakes were made (but not by me): Why we justify foolish beliefs, bad decisions, and hurtful acts. New York: Harvest Books. Carr, N. (2010). The shallows: What the Internet is doing to our brains. New York: W. W. Norton & Company Chabris, C. and Simons, D. (2010). The invisible gorilla: And other ways our intuitions deceive us. New York: Crown Books. Hoggan, J. (2009). Climate cover-up: The crusade to deny global warming. Berkeley, CA: Greystone Books. Maltby, L. (2009). Can they do that? Retaking our fundamental rights in the workplace. New York: Portfolio Books. Nathan, R. (2005). My freshman year: What a professor learned by becoming a student. New York: Penguin Books.

Course Blackboard Page

Course documents and announcements will be available on the Temple University BTMM 1011: Media Theory Blackboard Web site. All students registered for this class are automatically enrolled in appropriate Blackboard page through the TU Portal. Blackboard will also be used to send mass e-mails to the class concerning important developments. Please check your Temple e-mail account regularly to ensure you do not miss any important class announcements.

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BTMM 1011: Introduction to Media Theory Course Requirements

WRITTEN ASSIGNMENTS: There will be one required written assignment during the semester. The assignment will involve taking theoretical concepts from the course and applying them to contemporary media phenomena. The assignment is designed to help students master the material, develop their writing skills, and gain experience in the practical application of theoretical concepts, as well as develop the ability to work independently and meet deadlines. Detailed written instructions for the assignment are included in the syllabus. Given that students have ample time to do the assignment, the expectations for quality of the written assignment will be very high. Simply submitting a 3 to 4 page paper is not a guarantee the student will receive a passing grade on the assignment. EXAMS: There will be three multiple-choice exams during the semester. These exams will cover the readings and all class activities, including examples, discussions, and media clips. The purpose of these exams is to assess the students mastery of the course material. The exams will focus on the substance of class topics and on linking together course concepts. Students are not expected to memorize trivial details for the exams. EXTRA CREDIT: There is no extra credit available in the course.

Grading
Grades in this course serve one function only feedback. Grades should only be interpreted in this respect. A grade is not a reward nor is it a punishment. A grade is neither an assessment of a students potential nor a students ability. A grade is not a comment on a students character. A grade is only an index of a students performance on a particular assignment or exam. In no way should a grade be interpreted as an indicator of what type of person the student represents. The very notion that complex human beings can be effectively classified into types is deeply problematic. Every student has the potential to earn an A on an assignment just as every student has the potential to earn a C or an F. Thus, such claims as Im an A student or Im not a C student hold no creditability in this course. The final grade for the course will be based on the following breakdown of assignments:
Requirement Possible Points

Exam 1 Exam 2 Exam 3 (final) Written Assignment: The Vaccine Wars Analysis Total Possible Points for Course

100 100 100 100 400

The total points accumulated over the semester will be divided by four to devise an average grade for the course. In some instances, bonus points may be available on the exams. Any bonus points will simply be added into the total point accumulated over the semester and divided by four to devise an average grade. The following grade distribution will be used in assigning a letter grade for the course: A AB+ B 100 93 92 90 89 87 86 83 Grading Distribution B82 80 C+ 79 77 C 76 73 C72 70 Page 3 of 3 D F 69 60 Below 60

BTMM 1011: Introduction to Media Theory Course Policies & Procedures

1. STUDENT AND FACULTY RIGHTS AND RESPONSIBILITIES: Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy of Student and Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link: http://policies.temple.edu/getdoc.asp?policy_no=03.70.02. 2. ATTENDANCE: It is solely the responsibility of the student to attend class and take notes on the relevant material. Regular attendance is critical to succeed in this course. As a broad survey course with a considerable amount of material to cover, students should be prepared to attend every class meeting. Attendance is not taken in the course as students are considered adults and are thus responsible for their own education. If, however, a student should choose not to attend a class, that student alone remains responsible for making up any missed materials. Under no circumstances should a student email the instructor or any of the teaching assistants requesting lecture notes. The class size prohibits such a practice. Rather, the student will need to obtain the notes on missed material from other students in the class. 3. RATIONAL DISCUSSION IN THE CLASSROOM: As a social science class, students should expect classroom discussions to be based on scientific and rational criteria. This means that various irrational beliefs humans have held will be challenged over the course of the semester. Although students are welcome to hold whatever beliefs they choose in their personal life, in class we will subject all beliefs to the standards of scientific inquiry and those beliefs contradicted by empirical evidence will be framed as irrational. For instance, we may examine such beliefs as the earth being flat, the earth being only 6,000 years old, the Egyptian pyramids being constructed by aliens, unicorns being real, or vaccines causing autism and note that the empirical evidence gathered by scientists suggests all of these beliefs are irrational. If a student is not comfortable participating in rational discussions about particular beliefs they hold, that student should consider taking another course. 4. OPINIONS AND FEELINGS: In a social science course, opinions and feelings are irrelevant. In this course only rational assertions based on a critical assessment of the available evidence are relevant to both class discussions and assignments. Students should avoid including their opinions or feelings in class assignments. 5. PROFESSIONAL CONDUCT: Students are expected to conduct themselves professionally at all times. This includes attending class, being punctual for class, maintaining a formal and respectful demeanor in all communications with the instructor and teaching assistants, and observing appropriate classroom protocol. Appropriate classroom protocol includes being respectful of fellow students. Students should not carry on side conversations during class as this is both disruptive and rude. In addition, students should not check their Facebook pages, IM, text message, watch Hulu or YouTube, or shop on eBay during class as this will be distracting to those students around them. Students who are found to be doing any of these activities during class will be asked to leave the classroom. 6. CONTACTING INSTRUCTOR OR TAS: The instructor is available to meet with students during office hours only. Students are welcome to stop by during office hours without an appointment. TAs do not have dedicated office hours and are available to meet with students by appointment only. Students should only email the instructor when it is an important matter that requires his attention. All other emails should be directed to the TAs. TAs will make a reasonable effort to respond to all student e-mails. However, students should allow at least two business days for responses to e-mails just to be safe. When e-mailing the instructor or TAs, the student should put BTMM 1011 in the subject line and include their name in the ePage 4 of 4

BTMM 1011: Introduction to Media Theory

mail. E-mail with instructors or the teaching assistants is considered formal communication and must adhere to professional standards. E-mail messages that contain inappropriate language or tone will either be ignored or, in egregious cases, will result in formal reprimands. 7. SUBMISSION OF ASSIGNMENTS AND DEADLINES: It is solely the responsibility of the student to ensure all assignments reach the instructor or TAs. No dispensations will be granted for lost or misplaced assignments. Assignments must be submitted in hard copy in class AND electronically to Blackboard. In the case of an emergency that prevents the student from attending class the day an assignment is due, the student must: first, post their assignment to Blackboard by noon on the due date; second, provide a hard copy of the assignment by the following class meeting. No late assignments will be accepted under any circumstances. If the assignment is not either uploaded to Blackboard by noon on the date due or submitted in hard copy in class on the date due, the student will receive NO credit for the assignment. There are NO EXCEPTIONS to this policy. (Of course, assignments can always be submitted early.) It is strongly recommended that students keep a backup copy of all work they submit in the course. NOTE: a computer crashing or a printer malfunctioning is unfortunate, but does not constitute an emergency. If you choose to wait to the last minute to do an assignment, these are simply the risks you accept. 8. ASSIGNMENT FORMAT: All submissions must be typed and double-spaced in a 12-point font (preferably Times New Roman or CG Times) and follow the format guidelines of the American Psychological Association (APA) style. (For more information on APA style, visit the Temple Writing Center web-site at: http://www.temple.edu/writingctr) Spelling, grammar, punctuation and neatness are part of any written work, and will count toward the grade. All written assignments should have page numbers and be stapled. 9. VIEWER ADVISORY: Students should be aware that some of the videos shown in class might contain profane language or depictions of sex and/or violence. Students concerned about the content of a video should discuss their reservations with the instructor prior to the screening. 10. SPECIAL NEEDS: Any student with a documented disability condition (e.g., physical, learning, psychiatric, systemic, vision, hearing, etc.) who needs to arrange reasonable accommodations should notify the instructor at the beginning of the semester. The student may also wish to contact the Office of Disability Resources and Services at 215-204-1280. More information about Disability Resources and Services is available at: http://www.temple.edu/disability/. 11. INCOMPLETES: Incompletes will only be granted in instances of documented emergencies. 12. MAKE-UP EXAMS: Make-up exams will only be offered in cases of documented emergencies. Emergencies include severe illness, hospitalization, severe illness of a child for which the student is the primary caregiver, death in the family, military service, and imprisonment. Being scheduled to work, having car trouble, going home to visit family, family reunions, family vacations, weddings, cruises, being in a band, and not feeling well do not constitute emergencies. If the student does miss an exam due to a documented emergency, it is the students responsibility to provide documentation and make-up the exam within a reasonable time period, preferably within one week of the original exam date. Note: There will be no make-ups for the final exam; you must take the final at the scheduled time or forfeit all points for the exam. Make-up exams will cover the same material as the scheduled class exam. However, the make-up exam will contain different questions than the exam taken during class and may be in a different format. Make-up exams may contain fill-in-the-blank questions as well as essay questions. 13. YOUR LACK OF PLANNING IS NOT OUR EMERGENCY: Should a student choose to wait to the last minute to work on an assignment or study for an exam, they may not contact either the instructor or TAs and ask for Page 5 of 5

BTMM 1011: Introduction to Media Theory

help. (In this course, waiting till 7 days before an assignment is actually due to start an assignment is considered waiting until the last minute.) The TAs and the instructor will not check their e-mails the night before or the morning of the day something is due in class. If a student chooses to put off an assignment to the last minute and something goes wrong such as a computer failure or a printer malfunction that is most unfortunate but does not exempt a student from having to meet a course deadline. 14. GRADE APPEALS: Before a student may approach the instructor regarding appealing a grade on a particular assignment, the student must first make every effort to resolve the disputed grade with the teaching assistant who actually graded the assignment in question. If, however, the student still believes they have legitimate grounds on which to dispute a grade on a particular assignment, the student may submit a formal written appeal to the instructor within 10 days of receiving the original grade. The appeal must be in writing, not email, and the appeal must provide rational criteria for why the current grade is inaccurate. (Emotions or feelings do not constitute rational criteria.) The formal written appeal must be accompanied by the original graded assignment with the teaching assistants completed grade sheet attached. (Any emailed grade appeals will be ignored.) Such claims as I worked really hard on the assignment, Im confident in my work, or I feel I deserve a higher grade are not valid reasons to appeal a grade. Once the student has submitted a formal grade appeal and all supporting evidence, including the graded copy of the assignment in question, the instructor will carefully examine the assignment and provide a new grade utterly independent of any grade given by the teaching assistant. The instructors grade will be based purely on the quality of the work submitted by the student and no other criteria. The instructors grade will be the final grade for the assignment and that grade may be higher, lower, or comparable to the grade given by the TA. Once the instructor has assigned a grade to the assignment, that grade will not be changed under any circumstances. By submitting a formal grade appeal to the instructor, the student agrees to accept and respect the instructors grade as the final grade on the assignment. 15. CELL PHONES & PAGERS: All cell phones and pagers must be turned off at the start of class. 16. POWERPOINT PRESENTATIONS: I DO NOT give out the PowerPoint presentations under any circumstances. I have two good reasons for this policy: first, when I posted PowerPoint presentations online, many students stopped coming to class altogether, and many of those who came to class didnt pay attention because they assumed they could download the presentations at a later date. As a result, these students found themselves accessing the PowerPoint presentations just before the exam but not necessarily understanding the material. This resulted in lower exam grades. Confusing having access to information with understanding information appears to be a growing problem in our society. The second reason is perhaps the most important. The ability to focus and identify key information when it is presented is a vital skill students will need if they are to succeed after graduation. Traditionally college students developed this skill because professors would simply lecture with no visual aids and students had no choice but to become adept at listening carefully, identifying key bits of information, and recording this information for later use. This also holds true in the corporate sector where a great deal of vital information for performing ones job is still related in the form of the business meeting. 17. LETTERS OF RECOMMENDATION: The instructor will only consider providing letters of recommendation for those students who have successfully completed the course and received a grade of an A. The instructor is under no obligation to provide a letter of recommendation to any student and has the right to deny such a request at any time for any reason. 18. LANGUAGE IN THE CLASSROOM: The instructor reserves the right to use whatever emphatic language the instructor deems necessary to make a point. As the instructor expects all students to be adults, the instructor Page 6 of 6

BTMM 1011: Introduction to Media Theory

expects student not be offended by any language that is consider adult language in the United States, including the use of expletives when deemed appropriate by the instructor. 19. EXPELLING DISRUPTIVE STUDENTS: The instructor has the right to expel any student from the classroom if that student is engaging in behavior that is interfering with the instructors ability to teach effectively. This can include reading the newspaper in class, carrying on side conversations, taking a phone call during class, watching videos on a laptop, or snoring. 20. SUBMITTING ASSIGNMENTS: All assignments for this course require students submit an electronic copy to Blackboard (which will be checked for any indication of plagiarism) and a hard copy to the instructor or teaching assistant. Students who do not submit both the electronic copy and a hard copy will not receive any credit for the assignment. 21. CHANGES TO THE COURSE SCHEDULE: The instructor reserves the right to make modifications to this syllabus and the course schedule should the need arise. 22. ACADEMIC HONESTY: Any student who is found violating standards of academic honesty will automatically FAIL the class. This includes any student who is found to be committing an act of plagiarism or who is caught cheating on an exam. All material submitted in the course is expected to be original material written specifically for this class and may not under any circumstances have been recycled from papers submitted in other courses. For students that violate the standard of academic honesty, a charge may be lodged with the University Disciplinary Committee. Reprinted below is Temple Universitys policy on academic honesty, taken from the Undergraduate Bulletin: Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. Essential to intellectual growth is the development of independent thought and a respect for the thoughts of others. The prohibition against plagiarism and cheating is intended to foster this independence and respect. Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, or another person's assistance. Normally, all work done for courses -papers, examinations, homework exercises, laboratory reports, oral presentations -- is expected to be the individual effort of the student presenting the work. Any assistance must be reported to the instructor. If the work has entailed consulting other resources -- journals, books, or other media --, these resources must be cited in a manner appropriate to the course. It is the instructor's responsibility to indicate the appropriate manner of citation. Everything used from other sources -suggestions for organization of ideas, ideas themselves, or actual language -- must be cited. Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism. Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person. The penalty for academic dishonesty can vary from receiving a reprimand and a failing grade for a particular assignment, to a failing grade in the course, to suspension or expulsion from the University. More information regarding the rights and responsibilities of students is available at: http://www.temple.edu/bulletin/Responsibilities_rights/responsibilities/responsibilities.shtm

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BTMM 1011: Introduction to Media Theory

F ALL 2011

Course Schedule
Week 1 2 3 4 5 6 7 8 9 Week of August 29 September 5 September 12 Class Topic What is theory? Readings & Assignments Chapter 1

Philosophical perspectives on theory and research Chapters 2 & 3 No class on Monday, Labor Day THEORIES ON THE COGNITIVE PROCESSING OF MEDIA Cognitive Dissonance Theory Chapter 4

THEORIES ON THE SOCIAL EFFECTS OF MEDIA MESSAGES AND TECHNOLOGIES September 19 Media Effects Chapter 6 September 26 October 3 October 10 October 17 Media Ecology Theory Cultivation Theory Exam 1 on Monday, 10/03 Agenda-setting Theory Spiral of Silence Theory Chapter 8 Chapter 7 Exam Chapter 12 Chapter 13

MAJOR CONTINENTAL THEORIES INFLUENCING MEDIA STUDIES October 24 Semiotics Chapter 10 & excerpts from Introducing Semiotics October 31 November 7 November 14 November 21 November 28 December 5 December 12 Structuralism and Poststructuralism Written Assignment Due on Monday, 10/31 Marxism and Critical Theory Exam 2 on Monday, 11/07 Cultural Studies Cultural Studies No class on Friday, Thanksgiving Break Postmodernism Postmodernism No class on Friday, Study Day Final Exam on Friday, December 16 from 8:00 am to 10:00 am Chapter 10 Assignment Due Chapter 9 Exam Chapter 11 Chapter 11 Chapter 10 Chapter 10 Exam

10 11 12 13 14 15 16

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BTMM 1011: Introduction to Media Theory

ASSIGNMENT: MEDIA PHENOMENON ANALYSIS: THE VACCINE WAR (100 POINTS) In this assignment, youll be applying concepts youve learned in class to an actual social phenomenon involving the media. There are two objectives of this assignment. The first objective is to provide you with an opportunity to use a theory from the course to analyze an actual social problem currently facing our society. The second objective is to help you develop your skills in writing effective analytical essays. As this may be the first time youve attempted such an analysis, the assignment is broken down into a series of steps. Following these steps will help you write a four-page paper that effectively describes and analyzes the representation of a particular social phenomenon in an episode of Frontline using one of the communication theories we cover in class. Step 1 Preliminary Research: Go to the Frontline web page and watch the episode, The Vaccine War, (http://www.pbs.org/wgbh/pages/frontline/vaccines/view/). Be sure to take notes on all the important aspects of the phenomenon discussed in this video. Step 2 Writing a Synopsis: After you have carefully watched the full episode, explain briefly in your own words what is involved in this phenomenon. Be sure to touch on all the relevant developments. Your synopsis should address the following questions: Why is this phenomenon a social problem? What is the cause of this social problem? What roles are the various forms of media (including social media) playing in this social problem? Why is this social problem not yet resolved? Your synopsis of the show and the issue should be no more than two standard paragraphs long. Step 3 Identifying the Best Theory for Explaining the Social Phenomenon: After you have provided a synopsis of the social problem, identify what theory covered in the first half of the course (cognitive dissonance, media effects, media ecology, cultivation theory, agenda-setting theory, spiral of silence theory, or semiotics) best explains the behavior of those actors at the center of this social problem. In other words, what theory most effectively explains why some parents are not vaccinating their children despite the overwhelming body of scientific evidence that vaccines are both safe and vital? Always keep in mind that theories are developed to explain certain types of phenomena. So in this instance youre looking for a theory that was developed specifically to explain the type of human behavior we are witnessing in The Vaccine War. There is only one theory we cover all semester that was designed to explain this very particular type of human behavior. Step 4 Description of Theory: Once you have identified the one correct theory to use in understanding the type of human behavior at the center of this social problem, provide a concise but comprehensive description of this theory. Remember to include all the key aspects of the theory (especially those that are relevant to this particular social problem). Use your textbook in writing your explanation of the theory. You may use your class notes in helping you to understand the theory, but you should not quote from your class notes. Quotes about the theory should be taken from your textbook. You may also do additional research about the theory in the Temple library. For instance, you could incorporate quotes or material from other scholarly sources that discuss this particular theory such as scholar book or peer-reviewed journals. In your description, make sure its clear to the reader who were the key contributors to this theory, how their contributions refined the theory, and how the current theory explains complex human behavior. Step 5 Appling the Theory and Analyzing the Phenomenon: Once you have completed your explanation of the theory, apply the concepts of that theory to this particular social problem. How does this theory explain the behavior of those social actors involved in this problem? Support your assertions with evidence from both the textbook and the Frontline program. Use details and quotes from The Vaccine War that demonstrate the relevance of this particular social science theory. Are there particular aspects of the theory that are especially Page 9 of 9

BTMM 1011: Introduction to Media Theory

relevant to this situation? In what ways does the behavior of the actors in this particular social problem support the central claims of the theory? Again, you may do additional research about this social phenomenon. Make sure any additional sources you use in your paper are factually reliable sources that provide accurate information about this social phenomenon. Step 6 Writing and Introduction and Conclusion: Once youve completed the central body of the paper, provide both a comprehensive introduction and conclusion to your paper. Can you make any suggestions in your conclusion on how to resolve this particular social problem? Step 7 Citations and Bibliography: Make sure you have properly cited all your sources using APA format. Be sure to provide a bibliography for all sources you use. Step 8 Proofreading: Have someone carefully proofread your paper for spelling, grammar, punctuation, and overall clarity. Format: The completed assignment should be no more than four double-spaced pages in length plus a bibliography. The paper should have a clear introduction and a clear conclusion. A title is also helpful. The assignment must be typed and double-spaced in a 12-point font (preferably Times New Roman or CG Times) and follow the format guidelines of the American Psychological Association (APA) style. Spelling, grammar, punctuation and neatness will count toward the grade. All pages must be stapled and numbered. Your name and the class name must appear at the top of the first page. Do not use any kind of report cover. Due: Monday, October 31. The completed assignment must be submitted electronically through Blackboard before class and submitted in hard copy in class by the deadline. No late assignments will be accepted under any circumstances. If the assignment is not uploaded to Blackboard by noon on the date due the student will receive NO credit for the assignment. (Of course, assignments can always be submitted early.) If the student encounters technical problems uploading the paper to Blackboard, the student is responsible for contacting Tech Services and getting the problem resolved. Under no circumstance should a student contact the instructor or the TAs regarding technical problems.

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TIME MANAGEMENT TIPS FOR THE WRITTEN ASSIGNMENT The key to successfully completing any large assignment is breaking it down into a series of smaller projects and giving yourself ample time to complete each of those smaller projects. With this written assignment, you have two months to complete it. To be successful, you need to make sure you do not procrastinate and put the assignment off until the last minute. One of the managers I had when I held my first professional position in a large corporation shared the following philosophy on deadlines with me: Completing a task a week before the actual deadline is on time. Anything after that is late. I adopted that philosophy early in my professional career and it served me well. I quickly came to realize that people who only managed to get things in just before the deadline never impressed their superiors and were often passed over for promotions. And those people that got things in late usually didnt keep their jobs long. So its best to always try to get things in as early as possible. The following is a recommended timetable to use in completing the assignment: 1. The week of September 5: Watch the Frontline special, The Vaccine War. Make detailed notes on the program. Be sure to note important details that you would use in an analysis of the media phenomenon. Take down key quotes. Then while the show is still fresh in your mind, sit down and start writing your synopsis of the program. At this point, do not worry about the length. Just focus on getting all the key aspects of the issue covered in your synopsis. 2. The week of September 12: Watch The Vaccine War again and identify the human behavior at the center of this social problem. Once youve identified the behavior that is the cause of the problem, you can begin to consider which theory covered during the first half of the semester explains this particular type of human behavior. Look over the chapters for the theories we cover in the first half of the semester (thats cognitive dissonance theory through semiotics) and carefully consider what each theory seeks to explain. Which of these theories offers an explanation for why some parents in America are not vaccinating their children despite the overwhelming body of scientific evidence that vaccines are both safe and vital? Remember, the theory would have to explain why some parents avoid vaccinating their children while the majority of parents do vaccinate their children. The theory would also have to explain why this minority of parents are not influenced by medical health experts appearing in the mainstream media proclaiming the importance of vaccines to public health. 3. The week of September 19: Now that youve had a week to think about it, identify the one theory that is able to explain the human behavior at the center of the social problem documented in The Vaccine War. Carefully read over the chapter for that theory and make sure you understand all the key aspects of the theory. Begin writing a summary of the theory. Provide quotes from the text where appropriate. Of course, the bulk of the description of the theory should always be in your own words. A good rule of thumb is quotes should never make up more than of your paper. The rest should be your original words or your paraphrasing of key statements. At this point, you dont need to worry about length. Just focus on covering all the key aspects of the theory. Also make sure you cite all your sources and include all your sources on your reference page. Your reference page should be part of your document and you should update it whenever you introduce a new source in your writing. 4. The weeks of September 26 and October 3: Now that you have your summary of the program which covers all the key aspects of the social issue you are analyzing, and youve identified and described the theory that explains the human behavior at the center of this particular social issue, now you need to explain how this theory relates to The Vaccine War. Start by explaining in your own words how the concepts of the theory Page 11 of 11

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apply to the behaviors discussed in the Frontline special. Use specific examples and quotes to illustrate your discussion. Be very careful to make sure you have all of your facts correct. You may just want to go back and watch all or parts of The Vaccine War again to make sure you have all your details correct. You may even find it helpful to do additional research on the issue. Using one of the library databases such as LexisNexis to look up articles in reputable publications that examine this particular issue. Dont worry about length at this point, just focus on getting your thoughts down on paper. This is the most difficult section of the paper to write, so you want to be sure to give yourself plenty of time to do it. Try writing for just a few hours every day. Dont try to do a marathon session of writing. Doing so only results in writing that seems underdeveloped and forced. Each day when you sit down to write, read over what you have already written. This gives you an opportunity to revise and refine those sections and to ensure there is continuity to your writing. 5. The week of October 10: At this point you should have a draft of everything but introduction and conclusion. Those are generally the last sections you write. Now you need to start thinking about length. Remember, the assignment can be no longer than four pages of content plus the reference page. Thus, go through what you have so far and start editing, condensing, and synthesizing what you have. Most likely you will find a lot of redundancy. Dont be afraid to do substantial editing. Writing can always be made more concise and cogent. Look for any long sentences and streamline them into more concise and precise language. After editing your paper, write a draft of your introduction and conclusion. Each should be no longer than a paragraph. Make sure you have a good title for the paper. Also make sure you have your name on the paper and you provide page numbers. Double check the format of you citations. Are they all in APA style? Finally, make sure you have provided a source for all your information. If you find a sentence where you state something to be a fact (for example, maybe you have a sentence that reads like this: Experts worry that if parents stop vaccinating their children for common diseases, many of these disease may reappear.), make sure you have a source to support your claims. 6. Week of October 17: Sometimes its a good idea to put things aside for a bit and clear your mind. I would recommend putting this paper to one side for five days and then taking a fresh look at it. Are you sure youve identified the correct theory? Remember, the theory has to be able to explain the complex behavior at the center of this social problem. The theory should also explain how these parents who are not vaccinating their children are relating to various forms of media. Clearly the media is playing a role in this social problem, but its a complex role. If theres some phenomenon in The Vaccine War the theory you have identified cannot explain (such as why some parents are not vaccinating their children when the majority of parents in the United States do vaccinate their children), then you may have selected the wrong theory. It is critical that you are sure you have identified the correct theory in this assignment. If you are having doubts about the theory you have selected, talk to your TA or to me. 7. The week of October 24: The paper is due in one week. By Monday morning, you should have a draft of the entire paper that does not exceed four pages. Now you need to proofread your paper. The best way to do that is simply read it out loud, slowly and carefully. Read the entire paper from start to finish aloud, not skipping any sections. If something sounds awkward when you read it aloud, it is most likely grammatically or structurally incorrect. Edit the paper until the paper flows smoothly when you read it out loud. Remember, if it sounds awkward and unclear to you when you read it, image how unclear it will be to us when we try to read it. Also remember to be careful with the use of pronouns. Make sure it is clear to the reader what you are actually referring to when using a pronoun. Just because you know what you are referring to when you write the word it does not mean we will know what you are referring to. Once youve finished editing the paper for clarity, take the paper to the writing center or make an appointment with your TA to have someone else proofread the paper. No matter how carefully any of us try to be with our proofreading, its always helpful to have a second pair of eyes look over our writing. Although it is not due until October 31, I would recommend submitting it by October 29 (at least electronically). Why? Because things have a way of going terribly wrong. Maybe your Page 12 of 12

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computer will crash. Maybe youll get really sick. Maybe there will be a family emergency and youll have to leave town. So just to make sure you have the paper in by the deadline, submit it early. Remember that youll need to upload an electronic copy to Blackboard and youll need to give your TA a hard copy of the paper. Once you have turned it in, youll have peace of mind and will not have to worry about anything unexpected occurring.

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