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May 9: Class review and evaluation.
Assign due by e-mail noon Monday:
May 7:
BronxBeat compared to local coverage in New Bedford Standard Times --
which entailed a review of the light/heavy edit concept. BronxBeat
demonstrates evidence of thorough editing: no typos, judicious use of
quotes, added material, concise writing. PCB article in New
Bedford Standard Times either received no edit or a light edit at the
paper. We gave it a heavy edit when we changed the lead and added material.
May 2:
Assignment for Tuesday, May 7: Read the on-line weekly BronxBeat. April 30:
April 25: April 23:
April 18:
April 16 LIBEL -- Lecture covered these points: Basic libel defenses:
April 11: HTML class. Note: Graphics
class scheduled
for April 16 postponed a week until Tues. April 23. April 16 class will
meet at its regular time and place.
April 9
April 4
Class Review: In-class presentations of college newspaper sites on the
Web.
April 2
Editing assignment:
Quiz on Tuesday April 2:
Student Home Page basic elements to be completed by this date.
March 28: In-class presentations on WWW journalism
sites.
March 26: Class on word usage
March 12-14: No class - Reading Week.
Turn off the computer. Class time the week of March 12-14 is
offered to you for reading.
March 7:
Feb 29: HTML class with Merry Cushing from Academic
Computing in the Office
of Instructional Technology. I introduced Merry Cushing by relating
information I received recently in a letter from Dean Joan Konner of the
Columbia University Graduate School of Journalism: "... all graduates
who wanted to work in the new media landed jobs at twice the average
starting salary of traditional jobs in journalism." Basic HTML/WWW
instruction -- HTML is
a "piece of cake." The complicated part is navigating between the
server and the browser. Remember to get rid of the mouse when in
lynx. Students received HTML handout along with
information on how to link to UMass Internet Journalist and how to create
a mailto link.
Feb 27: No-stress spelling test. Discussion of words,
review of Strunk reading assignment and Quiz 2. Questionnaire on Quiz 2;
students make retake if submitted by 8 a.m. Feb. 29. We will continue
to subscribe to copyedit listserv, which includes challenges in editorial
magagement. Discussion of mnemonics and "mentor."
Review of purposes of URoulette/A.Word.A.Day
Feb 15: Read section III of Elements of Style, with
special attention
to #11 (Use the Active Voice),#12 (Put Statements in Positive Form),#13
(Omit Needless Words) and #18 (Place the Emphatic Words of a Sentence at
the End).
(Since Monday is a holiday, turn in the current A.Word.A.Day and URoulette
assignments by noon on Wednesday, Feb 21) Class review: We worked with e-mail, making sure option (o) to hold
mail is on. The command s saves to a folder. What folder? =sent or
=received are basic elm folders. You can created any folder. Without
the =sign, the folder goes to the director from which you opened up elm.
We sent resumes to public_html to prepare for building personal home
pages on the web. We encountered a course logistical problems when a
student has another mail account on a different server.
Feb 13 Quiz on A.Word.A.Day and Elements of Style,
section II. Class Review -- We established Home Pages, registered them with
Journalism, reviewed bookmarking
Feb 6 Assignment: Read on the Internet
from Elements of Style by
William Strunk Jr. section II: Elementary Rules of Usage. The URL is:
http://www.columbia.edu/acis/bartleby/strunk/index.html. Be prepared for an
in-class quiz on this material as well as the Word.A.Day assignment next
Tuesday, Feb. 13
Continue the weekly assignment, due by noon next Monday, Feb. 12 through
e-mail: B.
"Spin the Wheel" at URouLette by visiting the site five times a week. Give
the URL for each site
along with a description. If you find good
sites within the site, include those URLs, too. We will be compiling a
class "hotlist."
On Thursday, we will be establishing personal home pages. Bring to class a
visual representation of yourself to include on your page.
Class Review, Tues Feb 6 -- We discussed questions of taste,
censorship,
and institutional responsibility in regard to Telecommunications Act and
removal of student Web page at UMass. Discussion of A.Word.A.Day --
importance of knowing the craft, questions about quality of data on the
Internet, importance of citing sources, differences between spoken and
written language.
1. What is your favorite search engine and why?
A. What difficulties have you run into in doing Web research?
B. Have you developed any basic strategy for searching the Web?
2. Who was I.F. Stone? Use any printed or on-line resource. Answer as
completely and concisely as you can. Word limit: 250 (or about one page.)
3. The following question opens the UMass Internet Journalist. Based
on your experience in this class, how do you answer it? Answer as
completely and concisely as you can. Word limit: 250 (or about one page.)
Can the World-Wide Web help educators teach values and practices espoused
by serious journalists? Or will it only further cloud the very definition
of what a journalist is or should be -- drawing all of us further into
the fog of mind-numbing media commercialism and info-entertainment?
Assignment: Check reference in Colon BronxBeat story on "paesan."
Editing techniques can be applied across media but ... each medium has
its own particular needs. Web: check to make sure links work, check
html formatting, check internal design, check attribution of graphics
and text, download time. Writing: same journalistic concise rules
apply, only more so. Reviewed statements on Web writing from New Media
Workshop article on Steve Berlin, editor of "Useless Pages" website:
Steve Berlin on:
Writing
"The Web is more or less a moving medium,"
said Berlin. "Say what you have to say and then
shut up. Make it interesting or else your
audience will click to the next link and not
come back. But first make sure you DO say
what you have to!"
Dale Mead, who put together Apple Computer's
apple.com, agreed. "The bottom line is that you
need to figure out what you are trying to
communicate. What a lot of people do is get so
involved in interface design that they forget
about the content."
Peer editing. Students edited work of Young and Michaels with various
suggestions. Comment on writer/editor process. Writer gets credit but
often the editor plays a key role.
Announcement of best home pages. Discussed legal and ethical
questions in reporting on court cases; individual work
and consultation in lab. Reviewed PCB adds.
Reviewed libel defenses. Edited local story in New Bedford
Standard Times on-line version. Reasearched PCBs.
Students will make their final in-class presentation (for 20% of the
course grade) on Thursday, April 25. Primary to the grading of the
student Home Page will be consideration of its usefulness as a
journalistic medium -- that is, a medium for the exchange of information
and ideas. Students should be prepared to explain the contents,
construction, and design principles of their home pages. Students will be
asked to first demonstrate their Home Page in lynx, that is, in the
text-only version. No paper presentation is required.
Deadline for final Home Page assignment for this course: Noon, Friday,
April 26. The instructor will begin a thorough review of all Home Pages
and will announce grades as soon as possible.
At the same time, Marsha Marotta, who teaches political science at Mt.
Holyoke College, will serve as an independent judge to choose the best
three student home pages. All other student Home Pages will be delinked
from the UMass Internet Journalist following the announcement of the
winners. The winners will be acknowledged on the UMass Internet
Journalist Home Page and their work will remain linked to the page for at
least one year, providing those students assurance of a continued
presence on the World-Wide Web after graduation.
A former city editor of the Springfield Daily News, Marsha Marotta is a
graduate of the Journalism Department at the University of Massachusetts
who holds a master's degree in journalism from the University of
Missouri.
Home Page suggestions made in class April 18: Students should think of
themselves as correspondents who offer on their Home Pages the news of
the persons, places, things and issues important to them. Students
should make an effort to integrate this semester's work on the World-Wide
Web into their own home pages. In that regard, students were assigned to
review the Journalism Department Home Page (if you don't know what a
land-grant college is, if you don't know anything about the Journalism
Department's history, if you haven't read an Emily Dickinson poem -- then
you haven't looked at this site carefully enough) and to review these
assignments catalogued on the UMass Internet Journalist site.
Graphics class with
Betty Wilda, design illustrator, Audio-Visual Department, Goodell Hall
Computer lab
work/review of on-going assignments.
Individual consultations. Class included information on Home Page
Presentations (see April 26 entry) and handout of Columbia Journalism
Review article with cybersources for journalists. We also looked at the home
page of Sherry Turkle, the MIT sociology professor who writes on social
and psychological issues generated by computer technology and who is on
the cover of the current issue of "Wired" magazine. We noted this
beginning of a review of her Life on the Screen: Identity in the Age of
the Internet: "'RL is just one more window, and it's usually not my best
one.' These are the words of a college student who considers the worlds he
inhabits through his computer as real as RL--real life."
Class review of basic
copyediting responsibilities:
1. Correct errors in grammar, spelling,
style, word usage.
2. Verify facts. Ask what is missing.
3.
Judge news value.
4. Check for libel.
5. Write headline.
We
discussed other such as tasted and responsibility to organizational goals
and principles.
AP
Stylebook definition of libel:
"Libel is injury to reputation."
Examples of statements that have been considered defamatory offered
inthe Massachusetts Journalists' Court and Legal Handbook published by the
Massachusetts Bar Association:
We then reviewed the following assignment and discussed
the difficulty of finding definitive material describing the legal issues
surrounding libel on the Internet. Students were asked to work further on
their "arson" stories and resubmit, linking a Web page with the story to
their personal home page.
Assignment for Tuesday, April 16. Send your response to the following
assignment to me before 8 a.m. Tuesday, April 16. Keep a copy in your
own mail folder. We will review the assignment in class on Tuesday.
Class meets as usual in 7th-floor library computer lab.
Edit the following "arson" story which contains a problem of libel.
Before you edit the story, search the web using the keyword
"libel." Find the site that best helps you identify and articulate the
libel problem in the following story.
Edit the story.
Add a note at the end, citing the Web source you used to research
libel. Use the citation form suggested in the Web citation handout
distributed in class on Tuesday.
Here is the story:
Arson
Charleson, S.C., June 18 -- Some guys go out of their way to make
work for themselves.
Take Lloyd Simpson of Charleston, for instance . He is a member
of the West River Volunteer Fire Department and was charged to day with
arson and paying juveniles to set fires and turn in false alarms. Fire
Chief George Dean said the 21-year-old Simpson had been a prime suspect
since a rash of fires broke out in the area late last year, and only last
week the convincing evidence was obtained.
Nothing could be proved until a group of youngster was picked up
for questioning in connection with a theft, Dean said.
Teh juveniles, raning in age from 11 to 17, to authorities
Simpson had paid them $1.50 for a false alarm to $8.00 to set a house afire.
Simpson is free on $1,000 bound pending a preliminary hearing
before a magistrate, who happens to be Chief Dean.
XXXXXXXXXXXXXXXXXXXXXX
Discussion of lynx options (o) and print
(p) commands.
Attribution. Necessary when using material (including graphics) from
others to acknowledge authorship; provide historical record; enhance
interactivity of the World-Wide Web; comply with legal and ethical
standards.
Discussion of Best Newspaper Writing 1995 -- of particular note, the
authors' statements on the importance of research. George Vescey of the
New York Times: "You have to do your thoughtfulness way in advance."
Handout: "A Brief Citation Guide for Internet Sources in History and the
Humanities" by Melvin E. Page (pagem@estuarts.east-tenn-st.edu).
Optional assignment: Rewrite for collection Thursday April 11 the
collegiate site review with focus on answering basic journalistic
questions and without using the verb "to be." (Write with verbs and
nouns; rewrite and revise).
Note on graphics: Betty Wilda, design illustrator for the Audio-Visual
Department in Goodell Hall, has offered to help any student enrolled in
Journ 375 or Journ 492m scan images (color or black/white) for
course-related work. To make an appointment, call Betty Wilda at
545 2454 and identify yourself as my student. (Both classes will
meet for graphics instruction during regularly scheduled class
time in the Audio-Visual Department in Goodell Hall on Tuesday,
April 16.)General assignment for all students:
1. Create a page with the title "my work" and link it to your home
page. This new page should present one example of journalistic
work written by you with appropriate formatting and editing.
Due: April 9.
2. Read and bookmark:
(http://www.aphis.usda.gov/staff/mmoxcey/public_html/htmledit.html)
Web Page Editing. Created by Michael Moxcey, a federal computer
specialist, this excellent site covers:
the basic layout of a page,
how to format the look of a page,
how to create links to elsewhere,
how to create e-mail links, and of course,
how to insert Pictures.
how to view files such as source code
The site also includes a basic template and a link to the site
that tops everyones list of HTML guides:
(http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html#A1.3)
A Beginner's Guide to HTML.
3. Read and bookmark this site:
(http://www.search.com/)search.com
This site includes most the major search engines.
Individual assignments for editing students: Using the key
words "editing AND journalism," scan through as many offerings
as you can through the search engine assigned to you and come
up with a list of the top 5 sites of value to journalism
students. Bring a hardcopy to class April 9 and send me an
e-mail of same by noon April 10.
AltaVista -- Michaels
Lycos -- Paradysz
Magellan -- Young
Excite -- Larson
Yahoo -- Fiore
InfoSeek Guide -- Centoni
4. Handout for class discussion April 9:
Introduction
Best Newspaper Writing of 1995
Poynter Institute of Media Studies
http://www.poynter.org/poynter/bnw95c.html
Review: Editing quiz on Copyediting FAQ-L, collection of grammar
corrections, return of journalistic cite written presentations,
discussion of Collegian April 1 issue, individual work on home page.
Read and bookmark
The Copyediting-1 Style FAQ
http://www.rt66.com/%7Etelp/sfindex.htm
This site offers a distillation of informed opinions on editing questions
from the Copyediting-L listserve to which we subscribed earlier in the year.
Tuesday's class will begin with an open-book style quiz based on
questions from the Copyediting-1 Style FAQ WWW site. At 9.30 open your
bookmark of Copyediting-1 Style FAQ bookmark to begin the quiz.
For general information on punctuating quotations and to help prepare for
editing of Magazine Article, also read:
Quotation Marks
From the Purdue University Writing Lab
Read http://owl.trc.purdue.edu/Files/14.html
Bring Monday's Collegian to class for discussion.
Review: I emphasized two principles from the Strunk/E.B. White
readings: Write with nouns and verbs/revise and rewrite. We also read
in class the section in Elementary Principles of Composition where Strunk
offers George Orwell's "draining the blood" out of a verse from
Ecclesiastes to demonstrate what happens when strong writing is deprived
of its vigor. Students are urged to review this passage. It demonstrates
how to apply the basic rules of word usage as advocated by Fowler,
Strunk, et al.
Initiated student-editor position for the rest of the semester. If
students have questions relating to computer/internet technology, address
them to the student-editor. Each student will have a chance to assume
the student-editor position. Week of March 26-28: Jacob Michaels. All
students must write at least one letter. If you don't have a question,
write a letter anyway.
Review of listserv exercise. Purpose was to acknowledge editor's
responsibility in working to prevent "drowning" in flood of information on
Internet.
Word usage quiz.
Reminder to check UMass Internet Journalist for assignments and review.
Bring Monday's Collegian to next Tuesday class.
Assignment:
"And above all -- and again I have a bias here because I
write them -- but read books. If you really want to know, read books.
You've got to have some kind of historical perspective. So much of what
is problematic about our news media coverage comes from its insistent
focus on 'now, now, now.' If something happened two days ago the media do
not care about it. That's a real failing."
-- Mark Hertsgaard, the journalist who wrote On
Bended Knee: The Press and the Reagan Presidency and whose articles have
appeared in Rolling Stone, The New Yorker and other journals and
periodicals.
You must read Elements of
Style by William Strunk Jr. with introduction by E.B. White in the
hard copy version. Other than that ... lie back, kick off your shoes --
read a book!
Send one site suggestion to me for "The Honeymoon Continues." Access
through my home page and read directions.
E-mail assignment due by
Friday noon March 15:
Collect letters from your Copyedit-L subscription that are relevant to
the class starting today (Tuesday, March 5) and ending before you leave
for Spring Break. Delete letters not relevant. Then unsubscribe. (Be
sure to UNSUBSCRIBE before leaving for Spring Break -- otherwise your
file will be flooded and possibly shut down by our local postmaster.)
That will complete our work with this listserv for the semester.
Comment on each of the saved letters right after the letter and paste all
(letters and your accompanying comments) into one file. Name the file,
"Copyedit-Your Name" and send to me before Spring Break. Grades will be
plus, check or minus based on your intitial choice to include or delete a
letter and the quality of your comments.
I must receive your "Copyedit-Your Name" file by noon Friday, March 15.
March 7 Handouts
Handouts in March 7th Class included:
1. Course schedule
2. March 28 presentation
3. Personal Home Page Development
4. Copyright
5. Academic honesty
6. Extra credit
1. Course Schedule following Spring Break.
WORLD-WIDE WEB STUDENT PRESENTATIONS
Together these presentations will count 50% of your course grade.
Thursday, March 28 -- Presentation on a Journalistic WWW site
(except a college newspaper) you think is interesting. (Counts 15% of the
total course grade)
Thursday, April 4 -- Presentation on a college newspaper WWW site
you think is interesting. (Counts 15% of the total course grade)
Thursday, April 25-- Presentation of your own home page (Counts
20% of the total course grade)
You will receive complete instructions on the March 28 assignment today.
These basic instructions also apply to the April 4 and April 25
presentations.
On Thursday, April 11, Merry Cushing will return for more instruction in
HTML.
On Tuesday, April 16, Our classes will be held in the Audio-Visual
Department in Goodell Hall where Betty Wilda, a graphics designer, will
instruct in computer graphic design.
2. March 28 Student Presentation:
A. Find a journalistic site or publication on the World Wide Web
that you think is interesting. Visit this site enough times to get a good
sense of its contents, construction, and design principles. If there is
an e-mail link at the site, you may want to correspond with the owners.
How does this site sustain your interest? How does it ease your access
to information? What is the quality of the information available?
B. Make a 10-minute presentation to class in which you:
1. Introduce your site
2. Explain its intended function and audience
3. Analyze its written content (Is this a page that offers real
substance?)
4. Analyze its visible design (page layout, look-and-feel, etc.)
5. Analyze its invisible design (how relationships among pages are
managed)
6. Point out what's good, interesting, or worth imitating about the site
7. Present at least one feature that you think is not successful
8. Propose an improvement or revision to address the site's limitations
C. When you make your presentation to the class, hand out a 1-2 page
summary of your remarks, making enough copies for the instructor and the
rest of the class (10 copies). Be sure your summary includes the
electronic address (URL) of the site you are studying. The written
handouts will be judged in part on your demonstration of an understanding
of rules studied in Elements of Style.
Note: -- This assignment is adapted from an assignment used by
Thom Lieb at Towson State University. Grateful acknowledgment also to
originator of the idea, Stuart Moulthrop at the University of Baltimore.
3. Personal Home Page Development
Journ 375 and Journ 492M
Integral to this semester's study is the development by each
student of an individual home page. Primary to the grading of this site
will be consideration of its usefulness as a journalistic medium.
Complete the following as soon as possible. If you have any problems,
let me know and I will help you. Once the basics are established,
additional instructions will follow for further development of the site
according to journalistic practice and principles.
To begin with, each individual home page must:
¥ Include your present and permanent address and the name of your
hometown newspaper.
¥ Identify through a brief statement your interest in studying
journalism.
¥ Include a link to the Journalism Home Page
(http://www.umass.edu/journal)
and to the UMass Internet Journalist
¥ Include a link to your resume.
¥ Include the following copyright statement:
Copyright (C) 1995, Your Name
Journalism Department
University of Massachusetts/Amherst
All rights reserved.
¥ Include date of last update
4.
Yale Center for Advanced Instructional Media
WWW Style Manual: Page Design
Copyright
----------------------------------------------------------------------------
All World Wide Web page footers should include a standard copyright
vdesignating the author or host institution as the copyright holder of the
contents of the page. Although a copyright notice is not required to assert
your rights to your material, it is considered prudent to always include a
minimal notice of copyright:
Copyright (C) 1995, Your Name
Your institution (if any).
All rights reserved.
You or your legal advisors may choose to include further restrictive
language or notices, as appropriate. Be sure that in the creation of your
WWW pages you have not included any information that should be marked as the
property of some other copyright holder, such as text from contributors,
photographs, or graphics. You should assume that the same restrictions and
obligations that govern print documents will also apply in the copyright
protection of WWW pages and documents.
----------------------------------------------------------------------------
Yale Center for Advanced Instructional Media
Patrick J. Lynch, MS
Comments to author: lynch@biomed.med.yale.edu
All contents copyright (C) 1995, Patrick J. Lynch. All rights reserved.
Revised: September 2, 1995
URL: http://info.med.yale.edu/caim/stylemanual/M_II_15.HTML
5.
World-Wide Web and Academic Honest
Journ 375 and 492M
Students: Note that University regulations on academic honesty
specifically prohibit "improper use of computer file, program, user-name,
or password ..." In regard to the World-Wide Web, students developing
WWW pages must adhere to University regulations as well as to sound
journalistic principles by acknowledging all material (including graphic
images) used from other sources in making those pages. Credit for
others' work should be simple, direct and complete.
The following is from the Undergraduate Catalogue available on the
University's WWW Home Page. For more information, read the Undergraduate
Rights and Responsibilities.
"The University requires honesty of all its members in their
academic
work. Honesty is necessary to the learning process, and is integral to
the atmosphere of genuine inquiry and intellectual curiosity which the
University seeks to foster. Academic dishonesty not only contradicts the
expectations of a community whose central purpose is the pursuit of
intellectual endeavor, it violates University rules and regulations, a
fact of which all students must be aware.
"Plagiarism is the failure to acknowledge the source of all
information
gathered in the preparation of class and written work. It includes
direct quotation, paraphrase, and the 'borrowing' of information or
facts which are not common knowledge, without acknowledging the source
through footnote, adequate means of citation, or proper quotation
structure. Students are encouraged to learn the style most accepted in
their disciplines.
"Cheating is the intentional use or attempted use of materials,
information, or study aids other than those specifically authorized, in
an attempt to claim credit for learning not one's own. Under University
policy, this can include unauthorized collaboration with others in
conducting research or preparing work; the unauthorized use of
commercial term paper companies; improper use of computer file, program,
user-name, or password; use of books, notes, calculators, or discussion
with others during an examination unless specifically authorized;
falsification of signatures or initials; and repeated use of all or
substantial portions of the same work without specific prior approval.
"Fabrication includes the 'invention' of information in any
laboratory or
other academic exercise without prior notice to and permission from the
instructor; alteration and resubmission of returned academic work
without prior notice and permission; and misrepresentation of the actual
source from which information is cited.
"Facilitating dishonesty by knowingly helping or attempting to
help
another commit an act of academic dishonesty is also a violation of
University policy ..."
6. Students in Journ 375 and Journ 492M may choose one of the
following assignments for potential extra credit. Papers will be graded
plus, check or minus as explained below. Due date: April 24 Regular
syllabus rules apply.
Plus - Students who make an excellent presentation will be
rewarded with a plus grade. A plus grade will boost your final grade at
least one level higher (AB to A).
Check - Students who do average work will receive a check grade.
A check grade will simply act as a positive note in the usual 10%
reserved by the instructor for general progress, attitude, etc.
Minus - Students who do poor work will receive a minus. A minus
will act as a negative consideration in the usual 10% reserved by the
instructor for general progress, attitude, etc.
I. Electronic Magazines and Newspapers Assignment
Choose two newspapers or magazines that are available in both
print and World-Wide Web forms.
Write a 3 to 5 page double-spaced, typewritten report that compares
the print and electronic versions of these publications. Consider the
the following (make certain your comparison is based on a thorough
review of each of the formats):
* Content: Any substantive difference between the two
formats? For example, did the Web site have more "technology" news?
* Ease of use. Discuss how you found the material. Was it difficult
to navigate or to read? Did graphics help your comprehension? etc.
* Visual appeal and interest of each format.
* Advantages of each form in terms of what kinds of materials can be
included, portability, availability, other factors.
* Does adding graphics, images, audio and/or video to "print" media
add or detract from it?
* Are the hypertext links between pages and/or documents on the
v WWW useful?
* Personal reaction: what do you think of these two forms? Which
would you prefer to use?
Here are a few examples of WWW versions of magazines and newspapers Feel
free to use others; include the URL of each source you use in your report.
Wired Magazine: http://www.wired.com/
Time Magazine: http://www.timeinc.com/time/timehomepage.html/
The Wall Street Journal: http://www.wsj.com/
USA Today: http://www.usatoday.com
The Utne Reader: http://www.utne.com/reader/magazine.html
Mother Jones: http://www.mojones.com/mother_jones/mother_jones.html
(Note: The above assignments is adapted from one created by Aviva
Rosenstein, course instructor for Communcation Technology and Society,
University of Texas.)
II. Utne Cafe Gender Policy Research Paper
Write a 3-5 page paper on Utne Reader's gender policy on
admitting people to the Utne Cafe chat area.
* Give arguments both pro and con. Quote from the Utne Reader
comments posted on the subject and interview at least two students with
opposing views from either Journ 375 or 492M.
Search the Web for information relating to the issue through
keywords like gender, censorship, cyberspace, community. Cite sources
(include URLs).
* Read and refer to Susan Herring's study "Gender Differences in
Computer-Mediated Discourse"
URL: http://cpsr.org/cpsr/gender/herring.txt
* State your opinion of the Utne Reader policy.
Editing Assignment
Light edit, heavy edit, rewrite
Two basic approaches exist in editing: a light edit and a heavy edit. A
light edit includes proofreading, making sure copy is free of any
spelling and grammatical errors, clarifying language where needed (see
Strunk), noting any omissions ...
A heavy edit includes all of the above plus changing sentences,
paragraphs, etc. I would consider it a heavy edit any time a drastic
change is made to the lead.
Do a light edit on the attached JavaNet articles. Also, rank them
according to which one you like the best to which one you like the
least.
We will discuss your editing and your ranking in class on Tuesday. For
next Thursday (and you might keep this in mind as you read the articles),
your assignment will be to rewrite the articles into one piece, with a
combined headline for all the authors. You must include all the authors
in your rewrite.
Feb 22: Read Spelling section in Elements of Style for
no-stress spelling quiz on Tuesday. Check out Utne Reader's chat policy,
if you like. Bookmark and read daily, New Bedford Standard Times. No
Word or URouLette Assignment. Assignment: Read
HTML handout, "Netiquette," by Judith Martin, and send
questions to me to prepare for HTML class. Expect letter from Teri Klein re
comuputer experience.
No class Tues, Feb 20 -- Monday's schedule
At the end of class, we went over the course syllabus.
Modified Assignment:
Take home quiz, e-mail (both headline and Strunk).
Return corrected to instructor via e-mail by 8 a.m. Thursday.
In class Thursday, we will subscribe to a listserv, change resume in mail
to an html folder, and review syllabus
Class review: The day it took nearly one-hour to deliver the e-mail
assignment. I lectured on headlines: they tell and grade the news.
Present tense expresses the past; the future is expressed as "to
happen." No periods in headlines; use semicolon instead. Traditionally,
headlines have a verb or implied verb. We went over head counts and
point sizes. Anything in a story that needs attribution, also needs
attribution in a headline.
A. Five words with their definitions from
A.Word.A.Day. Add to this assignment: give the root of each word.