English 1A/Clara McLean
Research Project: Censored Stories
Components:
1) Individual Annotated Bibliography (at least 2 sources) due Thurs 7/21 on
Blackboard (through SafeAssign). 10 points.
2) Individual Research Paper (at least 8 pages plus Works Cited page). 200
points.
Complete first draft due for individual conference with me in WRAC Lab
Wed 8/3.
Final draft must be submitted online on Blackboard (through SafeAssign)
by class time on Thurs 8/4, the last day of class.
3) Group Research Presentation (15 minutes per group): Thursday, 8/4.
50 points.
Assignment: Research and analyze the media coverage of a particular example of
a “censored” news story.
As we read in Censored: 2011, many news stories of crucial national and
international importance are essentially censored by the mainstream corporate news
media, and even sometimes by alternative independent news sources. These stories,
despite their significance and potential impact, either get no news coverage, very little
news coverage, and/or coverage that distorts or obscures some of their most important
facts.
Asignment:
For this research assignment, you will form research groups; as a group, you will
choose a particular “censored” news story from Chapter 1 of the book to research in more
detail. (You may, alternately, choose a local “censored” story not in the book--for
example, the power plant currently being built near Chabot. If you choose a topic not in
the book, you must clear it with me first to make sure it is a workable topic that fits the
criteria of this assignment). Choose a topic that interests the members of your group, that
you think deserves more, and better, news coverage than it has gotten, and that you can
find good supplementary sources on in your research.
Process: group research and analysis
WHAT: learning the facts about your topic. After choosing your topic, your
group will need to carefully read about it, beginning with reading the links and sources
listed in the book. Inform yourself: what exactly is going on? What key terms and
background do you need to know? What are the issues, concerns and debates around it?
What is the history leading up to the current situation? What updates can you learn about
that have unfolded since Censored 2011 came out?
HOW: analyzing how it has, and has not, been presented in the media. From
there, with a basic understanding both of the issue itself and of the kind of coverage it
has/ has not, gotten, your group will go on to do further research: look for additional
sources in the mainstream and alternative media, and analyze their coverage, or lack
thereof, of this story. How has it been presented in the media, and by what sources?
What can you learn about these sources and their potential bias, viewpoint, or stake in the
matter? Which sources are more thorough, or less thorough, in their research? How do
the mainstream sources contrast with the alternative sources in their coverage? What
kind of key words do they use in talking about the topic? What can that tell you about
their attitude toward it, how they want their audience to view it? Who are the people or
organizations they quote as sources, and what does this show? Who or what to they NOT
quote or talk about, and what does this show? How do different sources present the topic
differently, and what does this show about these sources? How have related stories been
presented by these media, and what patterns can you discern from this?
WHY: thinking critically about it. Finally, think about the larger implications of
what you have learned. So what? What are the consequences for the public of the
existing media coverage (or lack thereof) of your topic? Why is your topic important,
and what difference would it potentially make if the public had more accurate
information about it?
Steps/Components:
This assignment has both group and individual components.
1) Your group will pick its topic together, and will be sharing sources and discussing
your findings and ideas throughout your research process. We will have a library
orientation at the end of Week 3 which will help you find sources and evaluate the
quality and reliability of different kinds of sources.
2) Individually, you will turn in an annotated bibliography of at least four sources
per person on Thurs 7/21; group members may not duplicate each other’s sources
in their write-ups, so you will need to have found at least two sources per group
member by that date, and decide who will be responsible for writing up which
sources.
Each entry on your annotated bibliography should consist of the
following: the source’s citation in MLA format at the top; then a clear 1 paragraph
summary of the source (WHAT it says) in your own words; then a clear 1
paragraph analysis of the source (HOW it presents, or misrepresents, the story and
WHY this is important) in your own words.
Your annotated bibliographies will be graded individually on the quality
of the sources and of your summary and analysis of them. Sources can be on the
story itself as well as on closely related stories that provide good analogies,
connections or background information for your story.
3) Then, you will each individually write an 8 page (minimum) research paper, due
on the last day of class on Blackboard, through SafeAssign. In your paper, you
will need to bring together into an organized, well-supported paper the WHAT,
HOW and WHY elements of your research and analysis (see above). Explain the
topic clearly (WHAT), providing background information, history, and definitions
as necessary so that a reader not in our class could easily understand it. At the
same time, make an argument about HOW the media has covered this topic,
supporting it with quotes and analysis of your sources, and WHY you think this is
important (why should we care? So what?).
In writing your individual paper, you will need to demonstrate that you
have learned the skills we have been practicing in this class by shaping a coherent
essay with an introduction (including hook, background, and thesis), focused and
well-developed P-I-E body paragraphs, and a conclusion. Cite a minimum of 5
sources in your paper (over and beyond Censored 2011; these do not necessarily
have to be the same sources you included in your annotated bibliography),
utilizing correct MLA format, and list them on an attached Works Cited page.
As always, in order to receive a passing grade, the paper must fulfill ALL
of the requirements of the assignment as detailed above; it must also be LONG
enough (a minimum of 8 complete pages, double-spaced, with one-inch margins
and a 12-point font) and have a Works Cited page (NOT included in your 6-8
page minimum); your Works Cited must consist of at least 5 sources (over and
beyond Censored 2011); your paper must have an original title, and be carefully
proofread and therefore free of excessive errors.
It goes without saying that your paper must be your own original work;
though your group will be sharing sources, and your ideas and research will
doubtless have some overlap with theirs, the paper itself must be entirely in your
own words, expressing your own analysis and understanding at all times except
when specifically citing a source.
4) Finally, as a group, you will give a 15 minute presentation on your findings on the
last day of class; all group members must participate equally in the presentation in
order to get credit. Your task is give your classmates a clear basic understanding
of your “censored” story (WHAT it’s about—facts, background, key terms, etc.)
and an overview of your analysis of its media coverage (HOW it’s been covered
and WHY that is important). There are many possible ways to do this—you
might consider a skit, a quiz, small group activities, a game show, presenting and
analyzing clips, PowerPoint, or other informative, engaging strategies. Creativity
is encouraged. Do not simply stand in a line and read from papers! Get your
classmates interested and involved; everyone’s brain should be ON.