[2/13/23 version; please check Blackboard for later versions and check the changelog
posted there]
POLSC 21600, Sections 1 and 2
Democracy and the Media
Spring 2023
taught by
Roger Karapin
Professor
Department of Political Science
Hunter College
BASIC INFORMATION
Class meetings (all in person):
Tuesday and Friday, 11:30 a.m. to 12:45 p.m. (Sec. 1) and 4:00-5:15 p.m. (Sec. 2)
My office location: Hunter West 1720
My office hours (subject to change):
Tuesday, 10:30-11:15 a.m. and 2:30-3:45 p.m.
Friday, 10:30-11:15 a.m. and 2:30-3:45 p.m.
E-mail: rkarapin@hunter.cuny.edu
Website: http://www.hunter.cuny.edu/polsci/faculty/karapin
Scholarly writings: https://scholar.google.com/citations?user=ufdZJJUAAAAJ&hl=en
Important places to get information:
To get the syllabus, exams, other course documents, or announcements: go to the
Blackboard pages for this course; check for Course Materials or Announcements.
To submit the final paper: log into your account at www.turnitin.com and use
these parameters:
Class ID: 37447876
class enrollment key (password): karapin
If you don’t have an account yet, click on Create Account, choose a student account, and
create a profile using your first and last name and email address.
Required to be Purchased:
 Shanto Iyengar, Media Politics: A Citizen’s Guide, 4th ed. New York: W. W.
Norton, 2019. You must use either a hard copy or the type of ebook that is a PDF
with page numbers (not a Kindle edition); this is so you can cite page numbers on
your short papers. You should use the 4th edition, as the content will be somewhat
different in other editions. Available at Shakespeare’s bookstore on Lexington near
69th St. (order online at www.shakeandco.com) for about $45 used hard copy or to
rent an ebook in PDF format. There are also two hard copies on reserve at the library,
3rd floor.
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
All other readings will be on Blackboard, under Course Materials.
Class Meetings and Materials
Meetings will be in person. Slides and readings for each meeting will be available
on Blackboard. Short papers are due in hard copy in class at the start of each meeting.
Policy on Electronic Devices
Electronic devices are permitted only for course-related activities and for personal
emergencies.
Full Statements of Relevant Hunter College Policies
For the full text of the Hunter College mandated statements on academic integrity,
accessibility, and sexual misconduct, see the last page of the syllabus.
CONTENT AND REQUIREMENTS
Course Content
In a democracy, news media have crucial roles to play in informing citizens,
holding officials accountable, and encouraging electoral competition. Their roles depend
on adhering to journalistic standards concerning accuracy and neutrality. In this course,
we will assess how well they do so, and what consumers of news can do to assess the
reliability and biases of sources. We will examine how media influence public opinion
through agenda setting and framing, and will analyze many sources of media bias,
including: organizational routines, private ownership and the profit motive, reliance on
official sources, sexism, racism, and partisanship. We will also analyze how the rise of
social media, digital technologies, and disinformation campaigns have affected these
patterns, and will look at how this plays out in the coverage of election campaigns,
disasters, war, and protest.
Objectives
In teaching this course, my aim is to help you gain abilities and learn knowledge
that will be useful in your lives as citizens and participants in the economy. To support
these aims, I will try to help you learn knowledge – that is, both facts and alternative
interpretations – about the topics described above. But a second area is equally
important. I will give you useful practice in gaining high-level reasoning abilities.
These abilities include recognizing claims (finding the “main point”), identifying and
evaluating evidence for claims (answering “why should I believe that?” and “is that a
good reason?”), analyzing causes and effects (answering “what caused that?” or “what
did that lead to?”), using important facts in support of the previous activities, and putting
together defensible arguments of your own.
Requirements
Your course grade will consist of the following components:
Participation
10%
3
Presentation on one news item
Six short papers
Outline of final paper
Presentation on final paper
Final paper
Total
10%
30%
10%
10%
30%
100%
In more detail:
1. Participation: you may miss up to two meetings with no penalty.
2. Presentation on one news item: Every student is required to make one brief (5-minute)
presentation on one news item concerning political, governmental, or economic news (a
newpaper or article or a TV/online video news item), in which you do six things:
1) briefly summarize the content of the news item;
2) identify two pieces of missing information;
3) provide that information from other sources;
4) identify one frame that the item uses;
5) identify one frame it doesn’t use but could have used; and
6) assess its bias.
I will make a schedule and post it on Blackboard. These presentations will be graded
credit-no credit.
Acceptable sources of news items include all the major newspapers (NYT, WSJ,
WaPo, LATimes, APNews) and broadcast outlets (ABC, NBC, CBS, PBS, CNN, FOX,
MSNBC) in the U.S., and others outside the U.S. (the Guardian; BBC, DW.com,
Euronews, Reuters). Other sources may be acceptable, including online news shows and
news in another language that you are fluent in. Check with me before using a source not
listed here.
In any case, find longer articles or news clips (at least 2 pages or 2 minutes long) so
you have enough factual material to work with; avoid opinion pieces. You may, but are
not required to, show powerpoint slides and/or a video clip; the latter should not exceed
one minute in length.
3. Six short papers: These are on the topics, readings, and questions in the schedule
below. Each paper must be at least 450 words long (1.5 standard pages) and have at least
six citations (with page numbers, in author-date format).
There are 20 papers assigned, and I will count the 6 highest grades; you may write
as many short papers as you like. Most students write about 6 short papers.
Grading guidelines: I will give each short paper a grade ranging from 0 to 10 points.
Specifically, I will grade the papers using these guidelines:
- Regarding the answer(s) to the question(s):
- up to 4 points deducted if it lacks a clear answer(s) to the question(s) in
topic sentences that introduce separate paragraphs;
- Regarding the use of sources:
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- up to 4 points deducted if all the sources specified for this particular short
paper in the schedule are not used and cited an adequate number of times;
- up to 2 points deducted if the citation format is not correct throughout.
- Other requirements:
- Points will be deducted if the paper is substantially shorter than the
minimum length or contains plagiarism or excessive quotation.
- Finally, you will be called upon to explain your short-paper answers in
class. If you are not able to do so (e.g., because you are not in class), you
will lose 4 points.
The grade for each paper will be in a circle next to your name and will be
explained in brief notations on your paper, which will be returned to you at the next class
meeting. I use certain abbreviations:
Q = question;
A = answer;
cites = citations;
CF = citation format;
a number preceded by a negative sign = points taken off.
If you want additional feedback, write “comments” next to your name and I will give you
additional written comments on the paper.
How to use citations and quotations: A citation is a label that show where you
have used a source, while a quotation is a string of words copied directly from a source
and placed in quotation marks (along with a citation). I want you to provide many
citations (at least 6 per paper) and to minimize quotations (no more than 10% of the
paper). In other words, when you are writing an essay on the basis of ideas from the
readings, paraphrase those ideas and provide citations to the places in the text where you
found them. Cite the readings in author-date format with specific page number(s) – for
example, putting “(Hardin 2007, 15).” (without quotation marks) at the end of a sentence
– to show me how you have drawn facts and claims from the texts.
How to format the papers: Put your name and the paper number at the top of the
first page of each paper. Use double spacing, one-inch margins, and a 12-point font.
Double-sided printing is preferable because it saves paper. If you have multiple sheets,
staple them.
When they are due: These papers are due at the start of most class meetings, as
listed on the class schedule. Late short papers will not be accepted, since these papers are
a important basis for class discussions.
4. Outline of the final paper: A sentence outline of about 500 words is due on the date
given in the schedule below. Full instructions and grading guidelines for this assignment
will be posted on Blackboard (under Course Materials), as part of the “Instructions for
the final paper” document (see also the next two items).
5. Presentation on the final paper: You will deliver an in-class oral presentation on the
topic of your final paper during one of the class meetings reserved for student
presentations in the schedule. The presentation will be about 10-15 minutes long and will
summarize your main points. Further instructions and grading guidelines are included in
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the instructions for the final paper. Presentation schedules will be posted later on
Blackboard (under Announcements).
6. Final paper: In lieu of a final exam, you will write a final paper that will perform
news analysis and require some research; it needs to be at least 2400 words long (about 8
standard pages). You will analyze two contrasting news items on the same topic, in
terms of frames, sources, and bias/neutrality, and you will also write your own news story
on this topic that draws on additional sources. The due date will be during the final exam
period, as indicated in the schedule. More detailed instructions and grading guidelines
for this assignment will be posted on Blackboard.
Policy on Plagiarism:
Hunter College is strongly committed to scholarly integrity. This means that
students must do their own work and give appropriate credit to any sources used.
Plagiarism is a serious violation of academic integrity and can have severe consequences
at Hunter College, including disciplinary proceedings. The College defines plagiarism as
“the act of presenting another person's ideas, research or writings as your own” (Hunter
College Undergraduate Catalog, online at catalog.hunter.cuny.edu). To be more specific,
what I mean by plagiarism in this course is: the use of more than five consecutive words
originally written or spoken by someone else (an author, another student, etc.) in your
writing without using quotation marks and acknowledging the source with a citation.
(Note: it is also plagiarism if you take someone's text verbatim and change a few of the
words. Paraphrasing requires more than substituting a word here and there.)
In other words, if you use someone else's words, word-for-word, you need to use
quotation marks and cite the source and page number (e.g., putting “(Allen 1999, 51).” at
the end of your sentence). This holds for all written work in this course. Otherwise you
are plagiarizing. However, note also that I do not want you to use direct quotations for
more than 10% of any paper that you write. When you use a text, I want you to
paraphrase it, not quote extensively from it.
I hope to have no cases of plagiarism in this course. But if I find plagiarism, I will
reduce the grade and may report the matter to the Dean of Student Services, who will
take additional action.
To help me detect plagiarism, I require you to submit certain papers in electronic
format to turnitin.com, a plagiarism detection service, before giving you credit for your
work. Turnitin produces “similarity reports” that identify passages that match other
sources and hence which may be plagiarized. You may view the report, and you may
submit a draft in advance, view the report, and then submit a revised draft, up to the due
date (but not after then).
Do not be alarmed just because the similarity report shows a high match
percentage, since that may include many items that are not plagiarism, such as
bibliographic entries, passages where you repeat the question that I ask, or URLs. Read
the similarity report itself, think about why Turnitin flagged each item, and if you have
any remaining concerns, feel free to ask me about them.
To submit work to Turnitin, see the instructions on the first page of the syllabus.
Policy on Late Papers
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I will not accept late short papers. I also require that the final paper outline and the
final paper itself be completed on time. If either is late, at my discretion I will enforce a
late penalty of up to 5 points per day if you cannot document a valid reason for being late
(e.g., emailing me a note from a doctor or employer).
Schedule of Topics, Readings, Short Paper Questions, and Due Dates:
In the following, readings are referred to by author's last name and date of
publication (author-date format), which is how you are to cite them in the short papers.
Full references for the required readings are in a list at the end of this syllabus. Check
Blackboard for any corrections or updates to the syllabus; compare with the date at the
top of page 1 and read the changelog posted there.
Friday, Jan. 27
1. Introduction to the Course
Required readings: this syllabus
Tuesday, Jan. 31
2. News Consumption Patterns
Required readings:
- Iyengar 2019, 53-66, 115-44
Short Paper # 1 due today: First, what are Iyengar’s three hypotheses about selective
exposure? Second, summarize the evidence for each hypothesis. Third, what does
cognitive dissonance theory say about news consumption? Fourth, does your experience
as a news consumer fit the theory? Cite the text as Iyengar 2019 with page numbers; cite
the required readings in that format (author date, p. number) for all the short papers, e.g.,
“(Allen 1999, 51)” without the quotation marks. Note: Iyengar 2019 is the book
required for purchase.
Friday, Feb. 3
3. Media and Democracy
Required readings:
- Schmitter and Karl, 76-81
- Iyengar 2019, 1-5, 21-31, 47-49
- Bernays 1928, 9-13
Short Paper # 2 due today: What is democracy, according to Schmitter and Karl? What
is the role of mass media in democracy, according to Iyengar? According to Bernays?
(Note: All readings other than Iyengar are on Blackboard, under Course Materials.)
Tuesday, Feb. 7
4. Journalistic Standards and False News
Required Readings
- SPJ 2014
- Ad Fontes 2019
- Jack 2017 (12 pp.)
- Ridout and Fowler 2019, 275-89 (cite as pp. 1-13)
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Short Paper # 3 due today: First, provide an example of a false news story; you can use
one from the required readings. Was it disinformation or misinformation, in Jack's terms,
and why do you say so? Second, provide an example of politicized news, using Ridout's
definition, and say why it qualifies as politicized news. Third, how do the journalistic
standards in SPJ 2014 address the problems presented by false and politicized news?
Cite these three readings: Jack 2017, Ridout and Fowler 2019, and SPJ 2014.
Friday, Feb. 10
5. News Literacy
Required readings:
- Klurfeld and Schneider 2014, 10
- Otero 2018
- Millrod 2016
Short Paper # 4 due today: In what ways are certain kinds of news comparable to junk
food, according to Otero? What is the difference between fairness and balance,
according to Millrod? What is the difference between unfairness and bias? Cite both
readings.
Tuesday, Feb. 14
6. Media Influence on Public Opinion
Required readings:
- Iyengar 2019, 251-67, 273-80
Short Paper # 5 due today: What is agenda setting? What is the evidence that the news
media set the agenda for the public? What is priming? What is the evidence for it? Cite
Iyengar 2019.
Friday, Feb. 17
7. Framing: Concepts, Examples
Required readings:
- Iyengar 2019, 267-73
Short Paper # 6 due today: What is episodic framing? What effects does episodic
framing have? Where do frames come from? Cite Iyengar 2019.
[we will not meet Feb. 21; Hunter will be on a Monday schedule]
Friday, Feb. 24
8. Partisan Framing
Required readings:
- Lakoff 2004, 3-26
- Hertzberg 2013
Short Paper # 7 due today: What is the difference between the strict family model and the
nurturant parent model, according to Lakoff? What are the public policy implications of
the two models? How does Hertzberg's example of “entitlements” support Lakoff's
argument? Cite both readings.
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Sec. 1: Tuesday, Feb. 28
Sec. 2: Friday, March 3
9. “Democracy Now!” session – a meeting with the education director of this news
program and perhaps with Amy Goodman, via Zoom from our classroom.
Required preparation:
- DN! news headlines to be watched before the meeting; a link for that will be
posted on Blackboard
Sec. 1: Friday, March 3
Sec. 2: Tuesday, Feb. 28
10. Journalists as Political Actors
Required readings:
- Graber and Dunaway 2018, 190-218
- Wikipedia 2020 (5 pp.)
Short Paper # 8 due today: What is the difference between a muckraker, a surrogate, a
mouthpiece, a chief framer, and an agenda builder? Did the news media act responsibly,
in their roles in a democracy, in how they treated the claims made by Tara Reade? Cite
both readings.
Tuesday, March 7
11. Journalists' Norms and Organizational Routines
Required readings:
- Bennett 1996 (11 pp.)
- Sides and Leetaru 2016 (7 pp.)
- Iyengar 2019, 83-88
Short Paper # 9 due today What are journalists’ norms and the implicit decision rules
that the use, according to Bennett? Why do journalists rely so heavily on official sources,
according to Bennett? Why did the news media cover Trump much more than other
candidates, according to Sides and Leetaru? Cite both of those texts.
Friday, March 10
12. Economic Biases, Part 1: Private Ownership and Competition
Required readings:
- Iyengar 2019, 31-38, 68-74
- Patterson 2000, 1-11
- Graber and Dunaway 2018, 429-35
Short Paper # 10 due today: How does the U.S. differ from European democracies in
terms of media ownership and regulation? What are the effects of the profit motive on
news coverage in the U.S.? Why are the media increasingly negative, cynical, and
critical in their coverage of politics, according to Graber and Dunaway? Cite all three
texts.
Tuesday, March 14
13. Economic Biases, Part 2: Structural Effects
Required readings:
- Goodwin 1994, 101-11
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- Graber and Dunaway 2018, 27-29, 35-38
- Lewis 2013, 118-28
Short Paper # 11 due today: First, what is Chomsky and Herman's evidence that the
media are biased, according to Goodwin? How do the filters that they identify produce
biased content? Second, how would Graber and Dunaway respond to the arguments
about the negative effects of private ownership? Third, what did Lewis’s study (which he
did with Thomas) of 591 news articles find about how economic growth was covered in
the quality press in the U.S. and the U.K.? Cite all three readings.
Friday, March 17
14. Official-Source Bias
Required readings:
- Iyengar 2019, 86-88
- Sigal 1973, 104-15
- Boehlert 2006 (3 pp.)
- Hayes 2013 (3 pp.)
Short Paper # 12 due today: First, what are the tools or routine channels through which
officials become sources for the news, according to Sigal? Second, what do journalists
do to counteract the bias that is created by using official sources, according to Iyengar?
Third, how did the Bush administration use terror warnings for partisan advantage,
according to Boehlert? Cite all three of those readings.
Contracts for group work on final papers due today
Tuesday, March 21
15. War
Required readings:
- Iyengar 2019, 94-112
- Bonner 2011 (4 pp.)
Short Paper # 13 due today: First, why are journalists less critical of government claims
in foreign policy (especially in wartime) than in domestic policy, according to Iyengar?
Second, how and why has news coverage of U.S. wars changed from the Vietnam War to
the present? Third, what reasons does Bonner give for his claims that journalists
exaggerated the al Qaeda threat and ignored the threat to civil liberties after 9/11? Why
does he think journalists did so? Cite both sources.
Friday, March 24
16. Media Events
Required readings:
- Graber and Dunaway 2018, 174-83
- Katz and Dayan 1986, 135-43
- Katz and Liebes 2007, 157-66
Short Paper # 14 due today: First, what are the main features and types of media events,
according to Katz and Dayan? Second, what are the positive and negative effects of
crisis coverage, according to Graber and Dunaway? Third, why are integrative media
events declining in importance and disruptive media events becoming more frequent,
according to Katz and Liebes? Cite all three readings.
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Tuesday, March 28
17. Gender Bias
Required readings:
- Beaudoux 2017 (5 pp.)
- Lawrence 2019 (6 pp. of text)
- Leonhardt 2018 (2 pp.)
Short Paper # 15 due today: First, how do the media show bias against female
candidates, according to Boudeaux? Second, what is the evidence on whether media
coverage is sexist, according to Lawrence? Third, should journalists have quotas for the
percentage of female experts that they quote? Cite all three texts.
Friday, March 31
18. Gender Bias (con’d)
Tuesday, April 4
19. Racial Bias
Required readings:
- Iyengar 2019, 269-70
- Oliver 2003, 3-8
- Dixon 2017, 775-92 (13 pp. of text)
Short Paper # 16 due today: First, what are Iyengar's claims and evidence about media
coverage of crime and racial stereotypes? Second, what does Oliver find about racial
bias on television – in fictional programs, news, and “reality” shows? Third, what did
Dixon conclude about racial bias concerning blacks and Latinos in local TV news in the
Los Angeles area in the 2008-12 period? Cite all three texts.
[no classes April 5-13]
Friday, April 14
20. Protests
Required readings:
- McLeod 2007, 185-87
- Umamaheswar 2020, 1-10
- Kilgo 2020 (5 pp.)
- Jackson 2020 (4 pp.)
Short Paper # 17 due today: First, what is the protest paradigm, according to McLeod?
What are the effects of the media’s use of the protest paradigm? Second, what did
Umamaheswar find concerning how victims, protesters, police officers, and movement
critics were covered by the major newspapers? Third, what do Kilgo's charts show about
how anti-racist protests are framed, compared to the other movements she studied? What
do they show about the types of sources that were quoted by Texas newspapers? Cite all
three of those texts.
Tuesday, April 18
21. Partisan Bias
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Required readings:
- Iyengar 2019, 42-43 (one paragraph), 88-91, 338 (two paras.), 340-41; 129-34
(review from an earlier meeting), 64-66, 67 (chart), 252-53 (three paras. ending on
top of 253); read the selections in that order.
- Breitman 2015 (2 pp.)
Short Paper # 18 due today: First, why has partisan bias in the media increased,
according to Iyengar? Second, what are the effects of the media's increased partisan
bias? Cite both texts.
OUTLINE OF FINAL PAPER DUE TODAY!
Friday, April 21
22. Election Campaigns
Required readings:
- Iyengar 2019, 74-83
- Graber and Dunaway 2018, 403-16
Short Paper # 19 due today: First, what are interpretive journalism, horse-race coverage
of campaigns, and feeding frenzies? Second, why did they arise, according to Iyengar?
Third, what do the media mostly focus on in campaigns, according to Graber and
Dunaway? Fourth, what are the main flaws in the media's coverage of campaigns, in
terms of democratic politics? Cite both texts.
Tuesday, April 25
23. Digital Technology and Disinformation
Required readings:
- Tucker et al. 2017 (11 pp.)
- Jack 2017 (12 pp.; review from an earlier meeting)
- Marwick and Lewis, 2017, 50-56
Short Paper # 20 due today: How have pro-democratic and anti-democratic actors used
social media in the four phases analyzed by Tucker et al.? How did extremists get
disinformation into mainstream media, according to Marwick and Lewis? Do social
media help or harm democratic politics? Cite both readings.
Friday, April 28
24. Student Presentations on Final Papers – see the presentation schedule on
Blackboard
- Required readings:
- Instructions and guidelines for grading student presentations, on Blackboard
Tuesday, May 2
25. Student Presentations on Final Papers – see the presentation schedule on
Blackboard
- Required readings:
- Instructions and guidelines for grading student presentations, on Blackboard
Friday, May 5
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26. Student Presentations on Final Papers –see the presentation schedule on
Blackboard
- Required readings:
- Instructions and guidelines for grading student presentations, on Blackboard
Tuesday, May 9
27. Student Presentations on Final Papers – see the presentation schedule on
Blackboard
- Required readings:
- Instructions and guidelines for grading student presentations, on Blackboard
[no classes May 12; this is a Reading Day]
Tuesday, May 16
28. Student Presentations on Final Papers – see the presentation schedule on
Blackboard
- Required readings:
- Instructions and guidelines for grading student presentations, on Blackboard
The final paper serves as a take-home final exam. It will be due on turnitin.com (no
hard copy) on the date that the final exam for this course is scheduled by Hunter
College, at 5:00 p.m. That date is Tuesday, May 23.
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References
Ad Fontes Media, “Media Bias Chart Version 5.1,” December 2019, accessed at
https://www.adfontesmedia.com/wp-content/uploads/2020/01/Media-Bias-Chart5.1_Dec_2019_Ed_-Licensed.pdf.
Beaudoux, Virginia García, “Five Ways the Media Hurts Female Politicians — And How
Journalists Everywhere Can Do Better,” Conversation, January 18, 2017, accessed at
https://theconversation.com/five-ways-the-media-hurts-female-politicians-and-howjournalists-everywhere-can-do-better-70771.
Bennett, W. Lance, “An Introduction to Journalism Norms and Representations of
Politics,” Political Communication 13 (1996): 373-84.
Bernays, Edward L., Propaganda. New York: H. Liveright, 1928.
Boehlert, Eric, “Politics, the Media and 9/11,” Nation, September 25, 2006, 30-32.
Bonner, Raymond, “The Media and 9/11: How We Did,” Atlantic, September 11, 2011.
Breitman, Kendall, “Poll: Half of Republicans Still Believe WMDs Found in Iraq,”
Politico, January 7, 2015, accessed at https://www.politico.com/story/2015/01/pollrepublicans-wmds-iraq-114016.
Dixon, Travis, “Good Guys Are Still Always in White? Positive Change and Continued
Misrepresentation of Race and Crime on Local Television News,” Communication
Research 44 (2017): 775-92.
Goodwin, Jeff, “What's Right (and Wrong) About Left Media Criticism? Herman and
Chomsky's Propaganda Model,” Sociological Forum 9 (1994): 101-11.
Graber, Doris and Johanna Dunaway, Mass Media and American Politics, 10th ed.
Thousand Oaks, Calif.: CQ Press, 2018.
Hayes, Danny, “Obama is Wrong: Traditional Journalism Isn't Dead. Washington Post,
August 5, 2013.
Hertzberg, Hendrik, “Senses of Entitlement,” New Yorker, April 8, 2013, 23-24.
Iyengar, Shanto, Media Politics: A Citizen’s Guide, 4th ed. New York: W. W. Norton,
2019.
Jack, Caroline, “Lexicon of Lies,” Data & Society Research Institute, 2017, accessed at
https://datasociety.net/wp-content/uploads/2017/08/DataAndSociety_LexiconofLies.pdf.
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Jackson, Sarah, “The Headlines That Are Covering Up Police Violence,” Atlantic, June
3, 2020.
Katz, Elihu and Daniel Dayan, “Contests, Conquests, Coronations: On Media Events and
Their Heroes,” in Carl Graumann and Serge Moscovici, eds., Changing Conceptions of
Leadership. New York: Springer, 1986, 135-44.
Katz, Elihu and Tamar Liebes, “ ‘No More Peace!’: How Disaster, Terror and War Have
Upstaged Media Events,” International Journal of Communication 1 (2007): 157-66.
Kilgo, Danielle, “George Floyd Killing: How Reporting Bias and Sensationalism Shape
Protest Coverage,” Conversation, June 2, 2020, accessed at
https://scroll.in/article/963491/george-floyd-killing-how-reporting-bias-andsensationalism-shape-protest-coverage.
Klurfeld, James and Howard Schneider, “ News Literacy: Teaching the Internet
Generation to Make Reliable Information Choices,” Center for Effective Public
Management, Brookings Institution, June 2014.
Lakoff, George, Don’t Think of an Elephant. White River Junction, Vt.: Chelsea Green,
2004.
Lawrence, Regina G., “Do the Media Give Women Candidates a Fair Shake?,” in Travis
Ridout, ed., New Directions in Media and Politics. New York: Routledge, 2019, 132-40
(cite as pp. 1-6).
Leonhardt, David, “I’m Not Quoting Enough Women,” New York Times, May 13, 2018.
Lewis, Justin, Beyond Consumer Capitalism: Media and the Limits to Imagination.
Malden, Mass.: Polity Press, 2013.
Marwick, Alice and Rebecca Lewis, “Media Manipulation and Disinformation Online,”
Data & Society Research Institute, 2017, accessed at https://datasociety.net/wpcontent/uploads/2017/05/DataAndSociety_MediaManipulationAndDisinformationOnline
-1.pdf.
McLeod, Douglas, “News Coverage and Social Protest: How the Media's Protest
Paradigm Exacerbates Social Conflict,” Journal of Dispute Resolution 2007 (2007): 18594.
Millrod, Jack, “Making Sense of the Campaign: Fairness and Bias,” Stony Brook Center
for News Literacy, August 6, 2016, accessed at
https://dev.digitalresource.center/resource/making-sense-campaign-fairness-and-bias.
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Oliver, Mary Beth, “African American Men as ‘Criminal and Dangerous’: Implications
of Media Portrayals of Crime on the ‘Criminalization’ of African American Men,”
Journal of African American Studies 7 (September 2003): 3-18.
Otero, Vanessa, “Junk Food and Junk News: The Case for ‘Information Fitness’,” Ad
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16
Hunter College statements on academic integrity, accessibility, and sexual
misconduct
Hunter College Policy on Academic Integrity
“Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on
examinations, obtaining unfair advantage, and falsification of records and official
documents) as serious offenses against the values of intellectual honesty. The College is
committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of
academic dishonesty according to the Hunter College Academic Integrity Procedures.”
ADA Policy
“In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter
College is committed to ensuring educational access and accommodations for all its
registered students. Hunter College’s students with disabilities and medical conditions are
encouraged to register with the Office of AccessABILITY for assistance and
accommodation. For information and appointment contact the Office of AccessABILITY
located in Room E1214 or call (212) 772-4857 /or VRS (646) 755-3129.”
Hunter College Policy on Sexual Misconduct (required on all syllabi by Senate
resolution)
“In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms
the prohibition of any sexual misconduct, which includes sexual violence, sexual
harassment, and gender-based harassment retaliation against students, employees, or
visitors, as well as certain intimate relationships. Students who have experienced any
form of sexual violence on or off campus (including CUNY-sponsored trips and events)
are entitled to the rights outlined in the Bill of Rights for Hunter College.
a) Sexual Violence: Students are strongly encouraged to immediately report the
incident by calling 911, contacting NYPD Special Victims Division Hotline (646610-7272) or their local police precinct, or contacting the College's Public Safety
Office (212-772-4444).
b) All Other Forms of Sexual Misconduct: Students are also encouraged to contact the
College's Title IX Campus Coordinator, Dean John Rose (jtrose@hunter.cuny.edu
or 212-650-3262) or Colleen Barry (colleen.barry@hunter.cuny.edu or 212-7724534) and seek complimentary services through the Counseling and Wellness
Services Office, Hunter East 1123.