JOURNALISM 500/ ENVIRONMENTAL STUDIES 624
Media and the Environment
Syllabus (1.14.08 rev)
One of the reasons the environmental beat is perpetually interesting is that it’s the grandest train
wreck of ideological, scientific, and financial interests imaginable.
Peter Dykstra, Society of Environmental Journalists
Welcome to JOUR500 & EVRN624. This is an exciting time in the world of
environmentalism and journalism. Storytelling has expanded from discussions of land
conservation to explorations of ways the natural world encompasses and affects every
aspect of our lives: from national security to economy prosperity, conservation to civil
rights, public health to personal well-being. Together, we will explore methods to expand
the lens of environmental reporting—explaining science in ways that are relevant and
accessible, and promoting issues that serve the public interest and support the sustenance of
our planet.
COURSE OVERVIEW
Course Description:
This collaborative cross-disciplinary course focuses on environmental reporting in strategic
communication and mainstream media and the challenges scientists and journalists face when
communicating environmental issues to the public. We will learn from each other through inclass and online discussions. Scientists will help journalists better understand scientific data, ask
appropriate questions, and offer more comprehensive coverage of issues. Journalists will educate
scientists on how to present data clearly and concisely and provide context for information to
elicit more thoughtful interviews and reportage.
We will chart the evolution of environmental journalism and critique environmental stories in
popular media—from Pulitzer Prize winners to environmental blogs. We will go into the field to
find local stories and create environmental reports that are as relevant, accessible, and accurate as
possible. We will analyze communications materials to see what information is addressed—and
what is obscured. We will also look at ways to balance information and advocacy, analyze the
potential risks of media consolidation, and “green” our media operations from the inside out by
developing an environmental action plan for the KU newsroom.
Students will have an opportunity to meet professionals involved in various environmental media
efforts and build their portfolios of professional work by developing blog posts, videos, and audio
podcasts that may be featured on the environmental websites Grist, Green Options, and Sundance
Channel’s microsite The Green and/or on local websites Lawrence.com and the Lawrence
Sustainability Network.
Art is social commentary and can be a powerful platform for environmental story-telling. Our
blog features environmental art from various sources, including the online environmental
museum GreenMuseum.org
Course Meetings:
Thursdays
2:30 – 5 p.m.
303 Stauffer-Flint
Blog: http://mediaenvironment.wordpress.com
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(The use of a public blog is an experiment. If the medium does not serve the class, we may switch
to Blackboard.)
You are required to attend one of four field trips offered during the semester, as well as the Focus
the Nation event held at the Dole Institute for Politics on 1/31/08. Field trip details are listed
below and a sign-up sheet will be passed around in class on 1/24/08. Please confirm your desired
participation at that time. We will drive to the sites together in a KU van. We will meet in front of
the Dole Center for Humanities on 1000 Sunnyside Avenue at 12:30pm sharp.
Instructor:
Professor Simran Sethi
Office: 2071 Dole, 1000 Sunnyside Avenue
Phone: 785.864.8021
Email: simran@ku.edu
Student Assistant:
John Kuhn
785.727.8695
jkuhn@ku.edu
Office Hours:
Thursdays 12 – 2 pm
And by appointment
Class Sessions:
Your participation is an important part of this course and your grade. You’re expected to
thoughtfully engage with the course materials: completing assigned readings, contributing to
online discussions, and actively participating in class conversations. Come prepared to learn, to
contribute, to collaborate, to question—and to be called upon if you’re too quiet. Education is a
dialog.
Class will meet on Thursdays from 2:30 – 5 p.m.
Field trips are offered on Friday afternoons four times during the semester. You are required to
attend one of the four trips and report back on your findings.
Please respect your classmates and me and arrive to class and field trips on time. Chronic
tardiness will impact your grade adversely.
COURSE MATERIALS & REQUIREMENTS (SUBJECT TO CHANGE)
Course Announcements:
Any changes to assignments, field trips or the course schedule will be announced in class and on
the “Course Announcements” section of the blog. It is your responsibility to check the page
weekly for any updates.
Course Readings:
There are no required textbooks for this class. Reading assignments, audio links, and video
materials will be posted on our blog. If you can’t read the documents or access the audio or video
files, let me know well before class to ensure you are prepared for in-class and online discussions.
Field Trips:
In order to best tell stories about the environment, we have to get out into the world and
experience it. These field trips will give you context for some of the issues impacting our
Lawrence community and serve as a springboard for investigating other issues.
You are required to attend one of the four field trips offered. Each trip will be limited to six
participants. We’ll sign up for these field trips in class on 1/24/08. We will travel together.
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Please make sure you are in front of Dole at 1000 Sunnyside Avenue by 12:30pm sharp. If you
miss the van, you will need to find your own transportation to the site or will be marked absent
for the field trip. In the event of inclement weather, please call my office number to confirm the
field trip. Any changes will be on my office voicemail message.
 2/1 FIELD TRIP #1: Westar Energy (12:30-2:30pm, Host: Nick Tryon) & Bowersock
Power Mill (3-4:30pm, Hosts: Sarah Hill-Nelson & Brian Farley) Overview of coal as an
energy source, carbon offsets, & renewable energy sources.
Anyone attending this field trip must wear 100% cotton clothing and leather shoes/
boots. Hardhats, goggles, and earplugs will be provided.
 3/14 FIELD TRIP #2: Haskell-Baker Wetlands (12:30-4:30pm, Host: Mike Caron)
Overview of biodiversity preservation & urban development.
Warm clothing & waterproof boots are highly recommended.
 2/22 FIELD TRIP # 3: Hamm Landfill & Lawrence Recycling/ Composting Centers
(Time: 12:30-4:30pm, Hosts: Charlie Sedlock & Bob Yoos) Overview of waste
management & local recycling efforts.
 3/7 FIELD TRIP #4: Sustainable Urban Farms in Kansas City, MO (12:30-4:30pm, Host:
Daniel Dermitzel) Overview of sustainable agriculture with the Kansas City Center for
Urban Agriculture.
Warm clothing & waterproof boots are highly recommended.
You are also required to attend the following event:
 1/31 FOCUS THE NATION: Dole Institute for Politics, 7:30-9:30pm. The panel
discussion will feature Lt. Gov. Mark Parkinson, Provost Richard Lariviere, Kansas state
senators and representatives, and Lawrence officials discussing the role of government in
mitigating global climate change. http://www.sustainability.ku.edu/FTN.shtml
Green Map, Blogroll, Posts & In-Class Discussion:
Green Map & Blogroll: You are expected to seek out additional video, text and audio materials
for in-class discussion and to post to the course blogroll. You are required to post two resource
links to the blogroll over the course of the semester. You are also required to add one marker to
the Sundance Channel Green Map which can be found at
http://www.sundancechannel.com/ecommunity/#/ecommunityMap.
Make sure to include your name on your blogroll and green map entries. The map entry
needs to be posted to the Green Map on the Sundance site. A link to your entry should be
emailed to John and me by Wednesday 1/30 at 5pm. The blogroll entries need to be posted
to our site and emailed to John and me by Wednesday 4/30 at 5pm.
Posts: You are required to post three weekly comments to the blog in response to lectures and
assigned readings. Depending on how the semester goes, we may amend this requirement.
One to two questions will be posted each week to kick off the discussion. Respond to the
question/s in your first post. Respond to a colleague’s comments in your second post. Respond to
one of the comments to your original post in your third post.
Your first post should be around 250 words long. Your second and third posts can be shorter but
should foster thoughtful dialogue. Details can be found on the blog rubric. You are also most
welcome to create audio or video posts, if you prefer. Your initial post and response must be
posted to the blog by Wednesday at 5pm – one day before our Thursday class meeting.
Your response to comments to your post must be posted to the blog before our Thursday
meeting.
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Discussion: The first 20-25 minutes of class are dedicated to dissecting one to three of the
assigned readings. One or two people will be chosen to lead each weekly discussion. These
conversations are designed to make us more thoughtful consumers of environmental media, so we
can subsequently become stronger creators of environmental media. Within the discussion, strive
to ask and answer questions such as: Was the story compelling? Was the reporting effective and
complete? How could the piece have been better organized? How would have told the story
differently and why? What information was emphasized, and what was downplayed? How
would you have handled the source materials? How would you have told the story or in what
ways would you augment the story?
Projects 1-3: See Below
COURSE ASSIGNMENTS & GRADING
Proposed Course Schedule & Assignments:
This course is a collaborative experience that will be shaped by your insights and participation,
and informed by the larger world around us. As such, assignments and readings are subject to
change. I will announce any changes in class and on the blog.
This course requires individual work and teamwork. You are expected to adhere to all deadlines
and/or communicate any challenges to meeting deadlines well before your assignments are due.
You are also expected to show up for your teammates and fully participate in the completion of
the final assignment. Feedback from your team members will be factored into the grading of your
final assignment.
If you are unable to complete an assignment, make sure you contact me via email with plenty of
advance notice and receive return email confirmation from me. Unless you have a dire reason for
delays, you will be marked off accordingly:
 Assignments that are 24 hours late will be marked off one letter grade.
 Assignments that are 48 hours late will be marked off two letter grades.
 Assignments that are 72 hours late will be given, at most, 50% of the points
earned. (If you received a perfect score of 100 on your assignment, you would
only be eligible to receive a score of 50 at this juncture.)
 Assignments that are over 72 hours late will receive a 0. Don’t bother.
The following assignments, in which you will analyze and create media, will be completed over
this semester. Materials from Projects 1 & 2 may feed into your final project.
 Learning Contract. Due 1/24 by 5pm.
 In-class analysis of Selected Environmental Media (One week).
 Web Posts (Three blog posts per week + One addition to the Sundance Green Map + Two
additions to the Blogroll). First Two Blog posts to be Posted to Blog by Tuesday before
class by 5pm, Final post to be Posted to Blog Thursday Before Class. Green Map Marker
to be Posted to Sundance Site and Emailed by 1/30 at 5pm. Blogroll Additions to be
Posted to Blog and Emailed by 4/30 at 5pm. SIGN ALL BLOG POSTS AND
COMMENTS WITH YOUR NAME.
 Project 1 (Repurposing Content from Lawrence Sustainability Network or developing
Original Content for Lawrence.com Sustainability Blog). Due 2/15 at 5pm.
 Project 2 (Field trip Attendance, Field Notes & Blog Post, Vlog or Audio Podcast
inspired by Fieldtrip.) Due 3/28 at 5pm.
 Self-evaluation & team evaluation (One of each). Due 5/7 at 5pm.
 Project 3 (Final Project: Blog series, Vlog series, Audio podcast series, or Strategic Plan
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
for Greening KU J-School.) Interim Report Due 4/18 at 5pm. Final Report Due 5/9 at
5pm.
Graduate Students will have an additional component of the final project that will be
announced in Week 8. Due 5/9 at 5pm.
Delivery of Assignments:
 All projects should be typed in 12-point font and double-spaced.
 Use Associated Press style for blog posts and projects. (Check the blog for links to AP
format and additional media writing tips.)
 Use attributed images with blog posts.
 Include a short and descriptive summary of materials with audio & video submissions.
 For Projects 1,2 and 3: Submit all print assignments via email to simran@ku.edu and
jkuhn@ku.edu as a backup. Post all audio and video materials to a public site like
YouTube and email John and me the link. Burn a copy to a DVD as a backup and place
it in my mailbox in Dole.
 Make sure your name and the name(s) of all your contributors are in the subject line of all
emails you send and within the document/ DVD on all materials you submit. If I don’t
know who submitted an assignment, I can’t grade it and you will get a 0 for the
assignment.
 This class is focused on the environment. Please conserve paper and avoid printing
out/using materials unnecessarily.
Errors in facts, grammar and spelling are not acceptable. These mistakes will impact your grade
adversely. Please proofread carefully.
Editors for leading environmental websites Grist, TreeHugger and Green Options, along with the
green microsite for Sundance Channel and local sites Lawrence.com and Lawrence Sustainability
Network have agreed to review your work for publication. This is an optimal way to build your
portfolio. You should expect to edit any materials that are accepted for publication/posting.
Graduate students will be asked to develop additional materials for the final project,
depending on the project and the student’s area of expertise. For example, if the student is
part of a group on greening the newsroom and has strong video skills, s/he may be asked to create
a supplemental educational video to augment the strategic plan. The additional coursework will
be confirmed by mid-semester (Week 8).
Grading (See rubric for additional information):
Attendance, In Class Participation & Leading Class Discussion
Online Participation (Posts, Blogroll, Map)
Project 1 (Translating Info for Lay Audience or Original Reportage)
Project 2 (Field Trip Participation & Reportage)
Project 3 (Final Group Project, In-class Presentation & Team Analysis)
Learning Contract, Self-Evaluation & Group Evaluation
20%
15%
15%
20%
25%
5%
Online participation will be reduced by 5% if students fail to sign their blog posts or comments.
We will discuss grades in our one-on-one meetings during Week 7 (in lieu of class). However
you are most welcome to inquire about your grade at any point in the semester. If you do have
questions, it’s prudent to be proactive and address them early. I am committed to your success.
Feel free to talk to me and we’ll discuss ways to make modifications and work towards improving
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your grade, if needed.
Grading Rubric:
You’ll receive a numerical grade for each project you complete. Specific instructions and
evaluation sheets for each of the three major assignments are posted on the blog and the end of
the syllabus.
Self-evaluations and team assessments you complete later in the semester are also posted to the
blog. These evaluations will factor into your final grade.
Generally speaking, your research, writing, and blog posts will be evaluated thusly:
A (90 to 100) = Excellent. The article/segment/ post is well written, clear, and concise and
published/broadcast with minimal changes. The student’s approach shows originality and
creativity. The piece refers to concepts and ideas discussed in class and in the readings. The piece
demonstrates that the student clearly understands these concepts. The piece is thorough; there are
no unanswered questions for the reader/viewer. The student has done an excellent job
researching, reporting and writing. Quotes and information are attributed. Sources are credible
and clearly identified. Grammar and spelling are perfect. The author follows Associated Press
style.
B (80 to 89) = Above average. The student’s work shows a high level of originality and
independent thought and is published/broadcast with minor changes. The student has gone above
and beyond what was expected of her/him. The student has presented the material well, but there
may be minor unanswered questions or organizational problems. The student has done a good job
researching, reporting, and writing/ presenting. However, the student may not have identified
clearly all sources or may not have used the most credible sources. There may be some minor
grammar, spelling or style mistakes. The student shows a good understanding of the ideas and
concepts discussed in class or in the readings, although there may be some minor errors or
unclear explanations.
C (70 to 79) = Satisfactory. The student has done the minimal amount of work expected in the
assignment. There are significant unanswered questions for the reader. The article/segment is not
well organized. The writing is not clear or succinct. There are numerous grammar, spelling or
style errors. Information and quotes are not attributed. Sources are not credible. The student has
not demonstrated a clear understanding of ideas or concepts discussed in class. Work requires
substantial revisions in order to be published/ broadcast.
D (60 to 69) = Unsatisfactory. The work is below average. The quality of the writing/presentation
and research is poor. The student did not use credible sources or did not attribute sources. There
is no indication the student put much thought or effort into the work. Grammar and spelling errors
make this story incomprehensible. The student shows no understanding of the ideas or concepts
discussed in class. (If you are taking this class, you should not get this grade.)
F (59 or below) = Failing. The student did not complete the assignment on time or did not do
what was expected. (You don’t want this grade either.)
Your final grade for this class will be a letter grade.
Here’s the grading scale:
93-100
73-76
A
C
90-92
70-72
AC-
6
B+
B
BC+
87-89
83-86
80-82
77-79
67-69
63-66
60-62
59 or below
D+
D
DF
COURSE SCHEDULE
1/17/08, Week 1: Media and the Environment Class Overview. How is Environmental
Journalism defined? How have topics evolved? How has coverage changed in terms of
content and distribution? What issues are covered. . .and what issues are obscured?
Week 1 Assignment:
Reading/Viewing: A Brief Evolution of Green Media
1) Excerpt from Walden, Henry David Thoreau, Chapter 17.
http://thoreau.eserver.org/walden17.html
2) Introduction to Silent Spring, Al Gore
http://www.uneco.org/ssalgoreintro.html
3) Excerpt from Silent Spring, Rachel Carson
http://72.14.205.104/search?q=cache:GpXyof3WJyMJ:www.uky.edu/Classes/NRC/381/c
arson_spring.pdf+excerpts+silent+spring+rachel&hl=en&ct=clnk&cd=1&gl=us&clien
t=firefox-a
4) “Stung,” Elizabeth Kolbert
http://www.newyorker.com/reporting/2007/08/06/070806fa_fact_kolbert
5) “Living Green,” Brian Lehrer Show (audio, entire show)
http://www.wnyc.org/shows/bl/episodes/2007/04/20
6) “Urban Homestead,” TreeHuggerTV (video)
http://www.treehugger.com/files/2006/08/thtv_homestead.php
7) Stephen Colbert v. Low Impact Man, Colbert Report (video)
http://blogs.wsj.com/energy/2007/04/10/stephen-colbert-vs-no-impact-man/
8) Review Posts from TreeHugger.com, Grist.org, Greenoptions.com, and Worldchanging.org to
get a better understanding of the green blogosphere, paying close attention to the writers that
impact you. You should continue to read those writers’ works throughout the semester. It will
help you strengthen your own blog voice.
9) “How to Write a Better Weblog,” Dennis A. Mahoney
http://www.alistapart.com/stories/writebetter/
10) “How to Write a Better Blog Post” (Review as many links as you think you need)
http://sethgodin.typepad.com/seths_blog/2006/11/how_to_write_a_.html
11) Review CEBC website (Claudia Bode from the Center will be joining us next week):
http://www.cebc.ku.edu/education/outreach.html
12) “Climate Myth Busting,” Jason Leggett
http://jasonleggett.greenoptions.com/
Blog Post:
Take the Ecological Footprint Quiz. (http://www.earthday.net/footprint/index.asp) and look at
the Ecological Footprint map from Worldmapper.
(http://www.worldmapper.org/display.php?selected=322)
What did you learn about your own consumption and the larger context of global consumption?
Did anything surprise you? Or was any of your knowledge reaffirmed?
Make sure you also post a comment to a colleague’s post and respond to a comment given to your
post.
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1/24/08, Week 2: History of Environmental Journalism. . .An overview of environmental
reportage across platforms: from Rachel Carson’s Silent Spring to Al Gore’s “An
Inconvenient Truth.” How do we think like a scientist and a journalist? What are the
challenges for both parties? What kind of baseline environmental literacy is required?
Jeff McIntire Strausberg, blogger for TreeHugger, creator of Sustainablog, and editor of a
new environmental blog will join us to discuss the ways in which the climate change debate
shaped reportage. Additionally, there will be an in-class discussion on framing
environmental issues with CEBC Post Doctoral Researcher Claudia Bode.
Week 2 Assignment
Reading/Viewing: Thinking Like a Scientist and a Journalist
Scientists: Review basic information on journalism, investigative reporting, writing,
sourcing, blogging and videography.
1) How Scientists Can Work Effectively with Media:
http://www.ucsusa.org/ssi/resources/how-scientists-can-work.html (listen to the audio &
look at the PPT)
2) Just the Facts: Sources of Stats and Data: http://www.sree.net/stories/web.html
3) Writing Tools: Words & Pictures: http://www.newswriting.com/video.htm
4) Video Production Tips: http://docs.google.com/View?docid=dfzx6453_19g8h7x5
http://yaleclimatemediaforum.org/
5) Tips & Guides: Investigative Reporting: http://www.iwmf.org/training/investigative.php
Columbia University’s New Media Training: http://columbianm.blogspot.com/
Journalists: Review basic information on science reporting, peer reviews, and deciphering
complex language.
1) How Scientists Can Work Effectively with Media:
http://www.ucsusa.org/ssi/resources/how-scientists-can-work.html (listen to the audio &
look at the PPT)
2) Pseudo-Science Debunked: http://www.utne.com/2007-11-01/Pseudo-Science-
Debunked.aspx
3) Explanation of Peer Reviewed Materials:
http://sciencepoliticsclimatechange.blogspot.com/2006/10/alternatives-to-peerreview_05.html
4) Scientific Integrity:
http://www.ucsusa.org/scientific_integrity/interference/info-for-the-media.html
5) The Multiple Meanings of Public Understanding, Matthew Nisbet:
http://www.csicop.org/scienceandmedia/definitions/
Journalists & Scientists:
6) What Does It Mean to be Scientifically Literate in the 21st Century?
http://www.seedmagazine.com/news/2007/09/camelot_is_only_a_model_scient.php
7) Digital Storytelling: http://www.sree.net/teaching/storytelling.html
8) Photo ethics: http://www.sree.net/teaching/photoethics.html
9) Advise for Beginning Science Writers:
http://www.nasw.org/resource/beginning/archives/000163.htm#more
10) The Beat’s Basics: http://www.sej.org/resource/index11.htm
1/24 Email Learning Contract by 5pm.
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In lieu of Blog Post: Green Mapping
1) Join the Sundance Ecommunity and add a local green marker to Kansas or Missouri on the
Sundance Channel Ecommunity Map:
http://www.sundancechannel.com/ecommunity/#/ecommunityMap.
Email your marker information to John and me by Wed 1/30 at 5pm so you can get credit for
your work.
AND
Look at the Blogroll and start to source/email your entries. Two entries are required by
Wednesday 4/30 at 5pm. Make sure to email your entries to John and me so you get credit for
your work.
1/31/08, Week 3: Telling Stories About Our Environment. . .What is the depth and breadth
of environmental journalism today? Is it a scientist’s job to interpret complex
information—or is it a journalist’s job to conduct better research? We will use climate
change as the lens through which we examine these issues.
Week 3 Assignment
Reading/Viewing: Red, White & Green
1) “The Five Best Presidential Candidates to Address Climate Change,” Gavin Hudson
http://gavinhudson.greenoptions.com/2007/10/30/the-5-best-presidential-candidates-toaddress-climate-change/
2) “Republicans and the Planet: Interview with Martha Marks,” TreeHugger Radio (audio)
http://www.treehugger.com/files/2007/04/treehugger-radio-28.php
3) “Little Green Lies,” Business Week
http://www.businessweek.com/magazine/content/07_44/b4056001.htm
4) “Green Visual Media,” George Spyros
http://www.treehugger.com/files/2007/01/2007_according_23.php
Blog Post:
Read this Adbusters article:
http://adbusters.org/blogs/Big_Ideas_The_Death_of_Environmentalism.html along with the
original material that sparked the debate.
Environmentalism is Dead. Discuss.
Make sure you also post a comment to your colleague’s post and respond to a comment to your
post.
2/1 FIELD TRIP #1: Westar Energy (12:30-2:30pm) & Bowersock Power Mill (3-4:30pm)
(Hosts: Nick Tryon & Sarah Hill-Nelson)
2/7/08, Week 4: Laugh Or You’ll Cry: The Use of Humor in Environmental Storytelling. .
.How can humor help engage and inform the public while retaining the urgency of the
subject at hand? TreeHugger/Discovery Channel filmmaker George Spyros joins us to talk
about humor, candor, and the architecture of environmental storytelling.
Week 4 Assignment
Reading/Viewing: Food, Farms, and Water
1) “The Meatrix” (video)
http://www.themeatrix.com/
2) “Jason Jones 180,” The Daily Show (video, note blog to which it is posted)
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http://neinuclearnotes.blogspot.com/2007/08/daily-show-on-cape-wind.html
3) “Earth to America”, Jack Black (video)
http://www.youtube.com/watch?v=gbx8jpEW_jo
4) “Greensumption: The Answer to Our Prayers” (video)
http://www.youtube.com/watch?v=Ft5SSIfmeKU
5) Mr. W.
http://www.youtube.com/watch?v=2mTLO2F_ERY
When you’re done watching, post your answer to the question below.
6) “Power Steer,” Michael Pollan
http://query.nytimes.com/gst/fullpage.html?sec=health&res=9C06E5DB153BF932A057
50C0A9649C8B63
7) “The Sound is Flavored by Our Holidays,” Robert McClure
http://seattlepi.nwsource.com/local/297137_vanilla25.html
8) “Why I Farm,” Bryan Welch
http://www.motherearthnews.com/Livestock-and-Farming/2007-02-01/Why-I-Farm.aspx
Blog Post:
California Governor Arnold Schwarzenegger once called environmentalists "girly men" but has
become one of America's strongest proponents for environmental action since taking office. The
Governor maintains we need to sex up the green movement. Read the following article and let us
know how and what you'd change about environmental languaging.
http://www.inthenews.co.uk/news/science/schwarzenegger-pledges-make-green-movement-sexy$1075767.htm
2/14/08, Week 5: What is Advocacy Journalism and how does it bring about social change?
Where does Environmental Journalism fall within this context? Should scientists be
stronger environmental advocates or is that better left to journalists? Is Environmental
Journalism always advocacy? Publisher Bryan Welch’s publications Mother Earth News,
Utne Reader, and Natural Home are committed to action. Bryan will discuss the ways in
which his editors and writers strike the balance in their environmental reportage.
Week 5 Assignment:
Reading/Viewing: Inspiring to Action
1) “Carbon Black,” Living on Earth (audio or read transcript)
http://www.loe.org/shows/shows.htm?programID=05-P13-00003#feature5
2) "Dirty Dealings at Maine's DEP,“ Maine Public Broadcasting Network (audio)
http://www.sej.org/contest/index4.htm
3) “The Making of a Health Disaster,” NY Daily News
http://www.nydailynews.com/opinions/2006/07/25/2006-0725_the_making_of_a_health_disaster.html
4) “What It Costs Us,” Jeff Goodell
http://www.washingtonpost.com/wpdyn/content/article/2007/08/24/AR2007082401206.html
5) Review “Journalists Know Your Sources,” Environmental Working Group
http://www.ewg.org/media/sources
6) Read MAAP Report 1: One Life
http://corporate.gettyimages.com/marketing/MapReport/usa/index.html
7) Check website for uploaded Sundance PR word document
8 ) Read MTV’s Break The Addiction Campaign
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http://think.mtv.com/Issues/environment/
9) Read Sundance Channel’s The Green Press information.
http://www.sundancechannel.com/content_minisites/thegreen/Overview#/aboutTheGreen:pressR
eleases
In lieu of blog post 2/1 Project 1: Repurposed Blogs for Lawrence.com Due by 5pm
2/21/08, Week 6: Communicating Green. How do we communicate environmental
messaging in other kinds of media? Sundance Channel Senior Publicist Katie Lanegran will
discuss the PR launch of the first national regularly scheduled television programming on
environmental issues and Ian Rowe, VP of Strategic Partnerships and Public Affairs for
MTV will discuss the creation of MTV’s “Break the Addiction” green web campaign. KU
Professor Bob Basow will detail his Fall 2007 Campaigns class efforts to forge a strategic
communications plan for the Center for Remote Sensing of Ice Sheets.
Week 6 Assignment:
Reading/Viewing: Bringing It Home
1) “Harvesting Justice,” National Radio Project (audio)
http://www.radioproject.org/archive/2007/0207.html
2) “Pack Rats Hooked on Freecycling,” The Environment Report
http://www.glrc.org/story.php3?story_id=2277
3) “I’ll Have My Cosmetics with a Side of Infertility, Please,” Heather Gehlert
http://www.alternet.org/healthwellness/66074/
4) “Ecobloggers Bring the Landfill Home”, Elsa Wenzel
http://www.news.com/Ecobloggers-bring-the-landfill-home/2100-13838_36229604.html?tag=st.prev
5) “Trash Talk: The Satya Interview with Elizabeth Royte
http://satyamag.com/may06/royte.html
6) “The Truth About Recycling”, The Economist
http://www.economist.com/displaystory.cfm?story_id=9249262
2/22 FIELD TRIP #3: Hamm Landfill & Lawrence Recycling/ Composting Centers (Time:
12:30-4:30pm, Hosts: Charlie Sedlock & Bob Yoos)
Blog Post: Trash Talk
The average American generates up to 7 1/2 pounds of garbage per person per week. Over a
period of 24 hours, collect all the trash you generate. Weigh it and comment on what you learn.
How much of it can be recycled? Is your trash configuration similar to the national average?
What does your trash say about you? Take a picture of your trash to share with us.
Make sure you also post a comment to your colleague’s post and respond to a comment to your
post.
2/28/08, Week 7: (PROFESSOR SETHI AWAY)
In lieu of class each student will schedule a mid-semester meeting with Professor Sethi
during which we will discuss grades, final projects, and any other concerns. We will also
discuss additional course work for graduate students at this time.
Week 7 Assignment:
Reading/Viewing: Balancing Information
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1) “Melting Point: Tracking the Global Warming Debate,” CNN (video)
http://www.cnn.com/CNN/Programs/presents/index.melting.point.html
2) “The Great Plastic Bag Plague,” Tara Lohan
http://alternet.org/environment/61607/
3) “EPA Relied on Industry for Plywood Plant Pollution Rule,” Alan Miller and Tom Hamburger
http://www.latimes.com/news/nationworld/nation/la-na-hamburger21may2104,0,6810232.story
4) Review Environmental Photojournalism Site:
http://www.naturephotographers.net/imagecritique/ic.cgi?a=vg14
5) “The Ethanol Scam,” Jeff Goodell
http://www.rollingstone.com/politics/story/15635751/the_ethanol_scam_one_of_america
s_biggest_political_boondoggles
6) “Food Fight,” On the Media (audio)
http://www.onthemedia.org/episodes/2008/01/04/segments/91474
7) 3 Part Interview with Helen Caldicott on Nuclear Power, Equator HD
(Search for Aug 22, 2007 “Nuclear Power is Not the Answer” heading, video)
http://blog.equatorhd.com/
Blog Post:
Watch food journalist Michael Pollan’s commentary on grocery stores, nature, and corn (from the
beginning until minute 15).
http://www.youtube.com/watch?v=rNGWnl-HMgY
Then keep a food diary for a day. If you are what you eat, what are you made of? And what does
this say about you?
Make sure you also post a comment to your colleague’s post and respond to a comment to your
post.
3/06/08, Week 8: Environmental Journalism through Pictures. . .How do pictures inform
stories about the natural world? Guest lecturer photographer Chris Jordan will talk about
his photo series on American consumption and waste. We will also discuss our field trips
and screen portions of “Our Daily Bread.”
Week 8 Assignment:
Reading/Viewing: Greening Business
1) “The Fight to Green the Eco-Unfriendly Skies,” Chris Gehrke
http://www.utne.com/webwatch/2007_313/news/12756-1.html
2) “Big Organics in Little Eco-Unfriendly Packages,” Natalie Hudson
http://www.utne.com/2007-06-01/BigOrganicsinLittleEco-UnfriendlyPackages.aspx
3) “Vegetarian is the New Prius,” Kathy Freston
http://www.alternet.org/environment/47668
4) Review the following websites: http://www.triplepundit.com/ and http://www.greenbiz.com/
5) Author Jeff Goodell on Big Coal, Global Public Media (audio)
http://globalpublicmedia.com/interviews/709
6) “Chefs Favor Local Produce,” Joseph Erba (video)
https://www.tv.ku.edu/news/2007/09/27/chefs-favor-local-produce/
Blog Post:
Joseph Erba’s video showed us ways Lawrence chefs are becoming more sustainable. What are
other opportunities for Lawrence businesses to go green? Pick a single business and think about
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how you would green it. Take a look at the BALLE (http://www.livingeconomies.org/) and
Coop America (http://www.coopamerica.org/greenbusiness/) websites if you need inspiration.
3/7 FIELD TRIP #4: Sustainable Urban Farms in Kansas City, MO (12:30-4:30pm, Host:
Daniel Dermitzel) Overview of sustainable agriculture with the Kansas City Center for Urban
Agriculture.
3/13/08, Week 9: Environmental Journalism in Print. . . The Nuts and Bolts of
Environmental Reporting. . .How do scientists and journalists talk to each other?
Translating the science to journalists and citizens, giving and getting effective interviews,
asking the right questions, and drawing the right conclusions. We will hold a Skype Chat
with former senior editor for Plenty Deb Snoonian on green print journalism.
Week 9 Assignment:
Viewing: A Picture is Worth a Thousand Words
1)“Rivers and Tides” excerpt, Andy Goldsworthy (video)
http://www.youtube.com/watch?v=3TWBSMc47bw
2) Review Nature Photographers website:
http://www.naturephotographers.net/imagecritique/ic.cgi?a=vg14
3) Review “Best of Photojournalism” winners
http://bop.nppa.org/2007/still_photography/winners/EPS/90386/167419.html
4) Review web content on TreeHugger.com – especially Green Guides, TreeHugger Radio,
TreeHuggerTV, and Hugg.com
5) Review web content on Grist.org – especially Election Guides, Ask Umbra, Gristmill, and The
Bottom Line
Blog Post:
Review the amount of food various families eat in one week:
http://www.fixingtheplanet.com/one-weeks-worth-food-around-our-planet
How significant is the visual impact? Would you have felt the same way about these diets if you
had just read about them? Why or why not?
Make sure you also post a comment to your colleague’s post and respond to a comment to your
post.
3/14 FIELD TRIP #2: Haskell-Baker Wetlands (12:30-4:30pm, Host: Mike Caron)
3/20/08, SPRING BREAK
3/27/08, Week 10: Environmental Journalism on Blogs. . . How is storytelling shaped by the
end medium? How has the casual blog voice evolved into an important form of
environmental reportage? TreeHugger.com founder Graham Hill and Grist.com Editor
Chip Giller will join us via Mac iChat.
Week 10 Assignment:
Listening: Now Hear This
1)“How Do Ants Know What to Do?” Deborah Gordon
http://www.ted.com/talks/view/id/145
2) Most Recent Science Friday Podcast, Ira Flatow
http://www.npr.org/rss/podcast/podcast_detail.php?siteId=13994790
3) Review Ecotalk podcasts
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http://www.airamerica.com/ecotalk/
4) Review Living on Earth podcasts
http://www.loe.org/about/steve.htm
5) Review Carbon Footy website (http://www.carbonfootyprint.com/)
6) Review Beth Bader Blogs:
http://expatriateskitchen.blogspot.com< /a>
http://www.eatlocalchallenge.com
In lieu of blog post 3/28 Project 2: Field Trip Notes & Project Due by 5pm
4/03/08, Week 11: The Green of Green. . . Betsy Rosenberg, host of one of the first green
radio programs Eco-talk, will join the class via Skype to discuss the challenges and
successes of expanding and funding green media. The power of the green media are the
interconnections. There is no lone blogger/activist. Blogger Beth Bader will us in class to
discuss her experiences as well as sharing insights on how to get traffic to a blog, add
relevance to the message, and explore why real journalistic ethics (truth, proof, common
sense) are critical to activism.
Week 11 Assignment:
Reading/Viewing: Green or Greenwash?
1) Review GreenCom Web site
http://www.greencom.org
2) Review Environmental Communication Network
http://www.esf.edu/ecn/websites.htm#ec
3) “Trend Watching,” GreenBiz
http://www.greenbiz.com/news/columns_third.cfm?NewsID=30685
4) “Nets Rally for Positive Cause and Effect,” MultiChannel News
http://www.multichannel.com/article/CA6467459.html
5) “Networks Get with the Eco Program,” MultiChannel News
http://www.multichannel.com/article/CA6467464.html
6) “Operators, Networks Walk the Green Walk,” MultiChannel News
http://www.multichannel.com/article/CA6467461.html
7) “The Mean, Green Marketing Machine,” MultiChannel News
http://www.multichannel.com/article/CA6467460.html
8) “The Green Team,” MultiChannel News
http://www.multichannel.com/article/CA6467463.html
9) “Exterior. Day. (Electric) Car Chase.” Digital Content Producer
http://digitalcontentproducer.com/fieldprod/revfeat/video_exterior_day_electric/
10) “’Almighty’ Enlists Green Initiative,” Variety
http://www.variety.com/article/VR1117966703.html?categoryid=13&cs=1
11) “Thinking Outside the Fox,”Grist
http://www.grist.org/news/maindish/2007/05/09/murdoch/
Blog Post:
Look at the Center for Media & Democracy website. Look at green spin and then explain how
consumers can separate the green from the greenwash.
http://www.prwatch.org/taxonomy/term/4/9
Make sure you also post a comment to your colleague’s post and respond to a comment to your
post.
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4/10/08, Week 12: Greening from the Inside Out . . .From The Weather Channel’s LEED
certified HD studio to Sundance Channel’s conservation efforts, how important is it for
media outlets to walk their talk when addressing environmental issues? Can corporate
media effectively cover environmental issues? Lauren Zalaznick, the President of Bravo
television and Chair of NBC’s Green is Universal initiative will join us virtually, as will
Birgitte Rascine, the founder of Lucita (a marketing firm that released one of the first US
reports on the social responsibility of media).
Week 12 Assignment: Fertile Soil
Reading/Viewing:
1) “Green or Greenwash?,” On The Media (audio)
http://www.onthemedia.org/episodes/2007/07/06/segments/81642
2) “Green Postures,” Evan Eisenberg & Freda Eisenberg
http://nymag.com/news/features/33157/
3) Take a look at www.ChinaDialogue.net
4) TBD Article from Bill Woods
5) A Scientists Guide to Talking with the Media (excerpts), Union of Concerned Scientists
http://www.ucsusa.org/publications/scientist-media-guide.html#Excerpts
Blog Post:
Study the internet, television, radio, and print maps from Worldmapper.org:
http://www.worldmapper.org/textindex/text_communication.html
How does access to media shape the kind of environmental stories that are disseminated? Why
don’t we know more about environmental issues in, say, Africa?
Make sure you also post a comment to your colleague’s post and respond to a comment to your
post.
4/17/08, Week 13: Global Green. . .All environmental stories hinge on a sense of place. How
can we best discuss crucial global stories that are not getting covered? What kinds of skills
are needed to anchor our audience to the global ecosystem? We will also have a discussion
with Environmental Studies chair Bill Woods and his colleagues Nicole Reiz and Lilian
Rebellato on their research efforts on fertile soils in the Amazon Rainforest in Brazil and
the importance of disseminating this information through the media.
Assignment:
Reading:
1) Review resources on NOW Web site:
http://www.pbs.org/now/politics/localmedia.html
2) Review Lecturer Michael Dorsey’s blog:
http://dorseynation.blogspot.com/
3) Additional Reading TBD (will be timely in nature)
In lieu of blog post 4/18 Project 3: Interim Group Report Due by 5 pm
4/24/08, Week 14: Green Justice. Climate change and other environmental issues do not
impact all populations in the same way. Dartmouth Professor Michael Dorsey will join us
via TokBox to explain the concept of Environmental Justice and the efforts of the Climate
Justice Project.
Week 14 Assignment: Green Justice
Viewing/Listening:
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1) Greening the Ghetto, TED (video)
http://www.ted.com/index.php/talks/view/id/53
2) Environmental Disaster, Current TV (look for original video)
http://www.current.tv/watch/11814288
3) “The True Causes of World Hunger,” The Sun
http://www.oaklandinstitute.org/?q=node/view/38
4) Interview with Wangari Maathai (audio)
http://www.loe.org/shows/segments.htm?programID=07-P13-00035&segmentID=3
5) Review Environmental Justice Site:
http://www.ejrc.cau.edu/Dicksonupdate.htm
6) Review Indigenous Environmental Network website
http://www.ienearth.org/
Final Blog Post:
TBD
4/30 Email blogroll entries by 5pm
5/01/08, Week 15: Beyond Green—The Next Iteration of Environmental Reporting. . .What
happens when green is no longer the new black? How will environmental stories get
absorbed into larger stories? What is the future of environmental reporting – from press
releases to podcasts?
Week 15 Assignment:
Final Project Prep – no reading or posting
5/7 Email Self and Group Evaluations by 5pm
5/08/08, Week 16: LAST DAY OF CLASS: In-class presentations
“I went to the woods because I wished to live deliberately.
I wanted to live deep and suck out all the marrow of life,
to put to rout all that was not life, and not, when I came
to die, discover that I had not lived.”
Henry David Thoreau, Walden
5/9 PROJECT 3: FINAL PROJECTS DUE BY 5PM
THE FINE PRINT: ATTENDANCE, ACCESSIBILITY, & THE PLAGARISM POLICY
ATTENDANCE:
Attending class on a regular basis prepares you for future success in journalism. You can't report on or participate in
stories, if you aren’t present to cover them.
Plan to attend every class and to actively participate in class discussions. You are responsible for arriving on time and
staying for the entire class. Chronic late arrivals to class or early departures from class will count as absences. No
cell phones, hats, sunglasses, or gum chewing, please.
One absence for extenuating circumstances (such as illness, a death in the family, etc.) will be excused without penalty.
Additional absences will not be excused except with official written documentation (for prolonged illness, court
appearances, etc.).
Per official William Allen White School of Journalism & Mass Communications policy, no student may add a
journalism class after the 20th day of a semester. Instructors may take attendance into account in assesing a student’s
performance and may require a certain level of attendance for passing a course. Instructors may choose to drop students
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from a course, based on attendance, without the student’s consent. The School of Journalism reserves the right to
cancel the enrollment of students who fail to attend the first class or laboratory meeting.
Students enrolling from other units in the University will be subject to the general rules and regulations of those units.
The KU Office of Student Financial Aid is required by federal law to determine whether students who receive aid are
attending each class in which they are enrolled. Instructors are required to report to that office absences of students who
have stopped attending and names of those who have enrolled but never attended. Students who do not attend classes
may be required to repay federal and/or state aid. Students who receive any form of financial aid should learn all
requirements, including minimum hours and grades to qualify for and retain that aid.
In the event of inclement weather, the decision to cancel classes is made by KU officials. To determine whether snow
or icy conditions have prompted class cancellations, call 864-7669 (864-SNOW). If the University is operating, we
will hold class and attendance will be taken. If driving conditions make it impossible for to get to class, make sure you
call me on 785.864.8021 or email me before class on simran@ku.edu to make other arrangements.
ACCESSIBILITY/ SPECIAL NEEDS:
The University of Kansas is committed to helping all students learn. If you have a special need that may affect your
learning, please let me know as soon as possible.
The KU Office of Disability Resources coordinates accommodations and services for all students who are eligible. If
you have a disability for which you wish to request accommodations and have not contacted this office, please do so as
soon as possible. Information about services can be found at http://www.achievement.ku.edu/disability/.
The office is located at 22 Strong Hall, and the phone numbers are 785.864.4064 or 785.864.2620 (V/TTY).
THE PLAGIARISM POLICY:
Academic Integrity & Professionalism (With Thanks to Professor Barnett):
The William Allen White School of Journalism & Mass Communications does not tolerate plagiarism and fabrication.
If you plagiarize or fabricate material, you will get a zero on the assignment. Per the School’s official policy, you may
also fail the course and possibly be expelled from the Journalism School.
Students enrolling from other units in the University will be subject to the general rules and regulations of those units.
The William Allen White School of Journalism and Mass Communications does not tolerate plagiarism, fabrication of
evidence and falsification of evidence.
Penalties for plagiarism, fabrication or falsification can include a failing grade for this course and expulsion from the
School of Journalism and Mass Communications. If you have questions about what constitutes plagiarism, fabrication
or falsification, please consult the professor of this course.
The KU University Senate defines plagiarism as “knowingly presenting the work of another as one’s own (i.e., without
proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the
information or ideas are common knowledge.” The University defines fabrication and falsification as “unauthorized
alteration or invention of any information or citation in an academic exercise.”
Here’s some more information, courtesy of Professor Barnett, that may clarify these issues.
Plagiarism is taking someone else’s ideas, thoughts, or opinions and passing them off as your own. This includes print
and electronic materials (no matter how old they are), as well as materials from the Internet. If you cut and paste
materials from the Internet, and you don’t attribute your work, you’ve committed plagiarism.
If you use secondary sources—that is, research that someone else has already done—you must attribute the sources in
your papers.
You don’t have to attribute commonly known facts (strawberries are fruit) or historical facts (Hillary Clinton is a New
York Senator). Fabrication is making up something and presenting it as true. This includes making up a statistic, a fact,
or a figure. It also includes making up quotes for interviews or “fudging” on quotes to make them sound more
interesting. It’s okay in fiction; it’s not okay in journalism.
If you have questions about plagiarism or fabrication, please ask me for clarification.
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ASSIGNMENTS & RUBRICS
PROJECT 1
REPURPOSING CONTENT OR REPORTAGE FOR LAWRENCE,COM
SUSTAINABILITY BLOG
Objective: To translate specialized information to a general audience.
REPURPOSING CONTENT Process:
 Read content on Lawrence Sustainability Network
(http://www.lawrencesustainability.net/)
 Select a piece to translate to readers of Lawrence.com. http://lawrence.com/
 Your blog post should be informed and inspired by a piece you read on LSN, not a direct
copy. (Refer to the plagiarism policy or contact me if you have any questions.)
 Conduct background research. Make sure to minimize jargon and explain all new
concepts.
 Consider your audience. Your post can include global and national references but
ultimately it should support/highlight local efforts.
 Remember, it’s a blog post, not a report. Include a link back to the LSN piece that
inspired you, along with any relevant hyperlinks within your post and additional
reference links at the end.
 Your post should also include:
o A compelling title
o An image (with attribution and link)
o A one line description under the image
ORIGINAL CONTENT Process:
 Read content on Lawrence.com http://lawrence.com and environmental/ general media
outlets.
 Select a topic you think will be of interest to local readers.
 Conduct background research. Make sure to minimize jargon and explain all new
concepts.
 Consider your audience. Your post can include global and national references but
ultimately it should support/highlight local efforts.
 Remember, it’s a blog post, not a report. Include links back to any material that inspired
you, along with any relevant hyperlinks within your post and additional reference links at
the end.
 Your post should also include:
o A compelling title
o An image (with attribution and link)
o A one line description under the image
ALTERNATE CONTENT Process:
 You may elect to create an audio podcast or video in place of a blog post.
 Follow the same processes above, referring to the audio/ video materials on
Lawrence.com to better understand the publication’s sensibility.
 Make sure audio/ video submissions include:
o A compelling title
o An image (for audio) or screen grab (for video) with attribution and link
o A short (50 words or less) description of the material
J500/ ES624 BLOG RUBRIC – WHAT MAKES A GOOD BLOG/ VLOG/ AUDIO
PODCAST?
(With Thanks to Rick Musser)
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Post (is)
Focused on one
topic
Brief
Link to web
resources
Makes a strong
definite claim
Uses informal
language
Uses anecdotes
and stories
Invites, even
incites, response
Offers something
fresh or new
A Post
Makes a clear
point from the
beginning
250 words
Has two or more
links showing
research and
furthers the
discussion
beyond simply
supporting the
argument
Makes active
voice declarative
sentence claim
in no-nonsense
language
The Chancellor
needs to get a
clue about
student drinking.
B Post
Arrives at a point
by the end
C Post
Has several
points and none
are clear
500 words
Has a link that
simply drops off
a reader at a web
page and expects
them to find the
information by
clicking around
on their own
Makes a vague
claim in passive
voice and then
wanders away
from the premise
One would hope
that the
Chancellor might
listen to student
input or that at
least the interfraternity council
would begin to
take action.
Starts with a
thesis statement,
rather than an
anecdote, but
works in a
personal story
somewhere.
D/F Post
Has no real point
Starts personal
and goes global.
Starts with a
personal story
and applies that
to the topic at
hand. Uses an
anecdote to get
to the point.
Invites
contradictory
evidence or
challenges
people to find
facts that don’t
fit.
Finds something
that the teacher
or others in the
class hasn’t
found or comes
up with a novel
approach.
Starts personal
but the story is
no as clearly
connected to the
rest of the post as
it could be.
Is argumentative
enough to
probably get
somebody to
comment.
Your friends and
family might
comment.
Nobody will read
it all, let alone,
comment.
Reads all
assigned material
and shows a
good overall
grasp of the
conventional
wisdom on the
Offers
predictable and
easily found
opinions that
don’t need any
real research and
probably didn’t
Essentially cuts
and pastes others
work without any
thought in the
hour before the
post is due.
350 words
Has couple of
links that at least
support the
argument but
come from the
assigned online
readings
Makes a nuanced
claim in more
formal language.
Sounds like an
English essay
The Chancellor
surely must see
the mistake in
this, if he
examines the
facts.
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More than 500
Doesn’t have any
links
Makes no clear
statement or
claim but merely
spouts emotion
As Thomas Paine
so aptly said:
“These are the
times that try
men’s souls.” Or
worse: As
Thomas Jefferson
said: “These are
the times…”
Does not use
illustrative story
or anecdote.
Lacks any
personal touch.
topic.
Uses publicity
available images
or uses image
with permission
or alters or links
to another’s
image to make it
original and
visually arresting
Creates
descriptive
headline
do any.
Rips off a meat
image and
doesn’t credit
source
Describes story
in 25-30 word
lede
Includes overly
broad
tags/keywords
Describes story
in under 20
words
Includes
tags/keywords
that are not easily
searchable (too
esoteric or
vague)
2-3 Minutes
Uses images to
drive the story
3-4 Minutes
Considers visual
medium and uses
images to
illustrate some
points
4-5 Minutes
Uses images as
part of story, but
not central to the
story
Over 5 Minutes
You may have
well read the
transcript of the
piece, the visuals
do not add to the
story
Explains
information
clearly and
engagingly.
Paints the
picture with
words.
Describes the
story but doesn’t
fully illustrate it
and/or make
concepts clear.
States the facts
but does not
engage the
listener.
Does not reach
the listening
audience, i.e.
presents in a way
better suited to
vlog, blog or
speech
Includes Visual
Element
Uses original
visual material,
either graphics
or video. Image
is arresting and
helps make
point.
Uses strong
headline
Creates
engaging
headline in
active tense
Draws reader in
with strong 2530 word lede
Uses most
appropriate
keywords/ tags
for future
searches on
story
Features
engaging tease
Lists
tags/keywords
Vlogs:
Timing
Leverage visual
medium – not
just a tirade you
could read about
Audio Pods:
Understands
aural format and
tells story with
listeners in mind
J500/ ES624 WRITING RUBRIC
(Adapted from Bowling Green State University)
A
B
Excellent
Above
Average
Creative or
Clear,
Purpose
skillfully
coherent
designed
purpose
purpose
Establishes a
Maintains
Focus
2
0
Explains story
content
Doesn’t have a
visual image
Has no headline
or exceeds
character
limitation
Does not clearly
describe story
Does not include
tags/keywords
C
Satisfactory
D
Unsatisfactory
Vague or
multiple
purposes
Ill defined or
no purpose
Focus comes
Unfocused, no
clearly focused
controlling idea
Effective
organization
contributes to
full
development of
presentation
Innovatively /
Development
expertly
advances
argument with
well-researched
evidence and
documentation
Comprehension Demonstrates
disciplinary
understanding
and integration.
Develops new
information or
new ways of
presenting
information
Work enhanced
Mechanics
by facility in
language
usage, range of
diction, and
syntactic
variety
Organization
focus and
provides
transitions
between ideas
Connects the
ideas within
the material
and to other
ideas and
sources
Advances
argument with
sound
evidence and
references
and goes
clear audience
Evident but
inconsistent
development
Inadequate
organization or
development
Does not
advance an
argument with
adequate
support
Inappropriate
or insufficient
details to
support ideas
Moves beyond
superficial
understanding
and
demonstrates
facility with
topical and
disciplinary
language
Readability
enhanced by
facility with
language and
sentence
conventions
Demonstrates
some
understanding
of the topic
No, or
superficial,
grasp of topic
Lack of
language
facility,
frequent errors
Multiple errors
in grammar,
sentence
structure,
spelling, etc.
PROJECT 2
FIELD REPORT: ATTENDANCE, FIELD NOTES & BLOG POST, VLOG OR AUDIO
PODCAST INSPIRED BY FIELDTRIP
Objective: To translate specialized information to a general audience.
Process: TBD
J500/ ES624 FIELD REPORT RUBRIC
PROJECT 3
FINAL PROJECT: BLOG SERIES, VLOG SERIES, AUDIO PODCAST SERIES, OR
STRATEGIC PLAN FOR GREENING KU J-SCHOOL, INTERIM REPORT DUE IN
WEEK 13
Objective: To translate specialized information to a general audience.
Process: TBD
J500/ ES624 FINAL PROJECT & STRATEGIC PLAN RUBRICS
2
1
TBD
J500/ ES624 IN –CLASS PRESENTATION RUBRIC
TBD
ADDITIONAL GRADUATE LEVEL REQUIREMENT
TBD
J500/ ES624 GRAD WORK RUBRIC
TBD
2
2