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JOUR 200w: The Power and Responsibility of the Press 4 Units Fall 2021 — Tues. & Thurs. — 11 a.m. to 12:20 p.m. Section: 21000R Location: ASC G Instructor: Geoffrey Cowan Email: [email protected] Office: ASC 301B Office Hours: Tuesdays, 2 p.m. to 3 p.m. (or by appointment) Shelby Bolen Head Teaching Assistant Email: [email protected] Hanna Fahsholtz Head Teaching Assistant Email: [email protected] Grace Huang Teaching Assistant Email: [email protected] Chantal Marauta Teaching Assistant Email: [email protected] Patrick Waechter Teaching Assistant Email: [email protected] TA Office Hours TBA I. Course Description During the past few years, the power and responsibility of the press has been as important — and as disputed — as at any time in American or world history. Wherever one stands on the American political spectrum, whether you think the press is the salvation of the nation or an irresponsible source of “fake news,” it is at the center of public discourse. What’s true in this country is equally true elsewhere in the world where the press is often under assault. This course will explore the role of the press today — in America and the world — against a backdrop of history, law, ethics, technology, economics, psychology, political science, and international affairs. Moreover, during the course we will ask whether journalism has had, does have, or can
have — or indeed should have — an ethical core that sets it apart from other forms of communication and human endeavor. It will be particularly interesting to explore these topics against the backdrops of COVID- 19 — including the global roll out of new vaccines — and of a new presidential administration at a time when it seems that many people are getting information from two very different news ecosystems. It will be interesting for us to discuss coverage of President Joe Biden and to see how it contrasts with the coverage of President Trump. For this class, we urge you to be as candid as is comfortable for you and to let the instructor know if you ever feel that he — or the TAs, or other students, or our guests — have missed an important point or are in some way being disrespectful to you or others because of such issues as your background, race, religion, gender, sexual identity, ethnicity, economic status, or political viewpoint. When we have guests, as we expect to do most weeks, we will want you to be prepared to ask the kinds of thoughtful and informed questions that would be expected of first-rate conversationalists, interviewers or reporters. A part of your grade will be assigned for your role in preparing questions for and/or talking with our guests. From the birth of the republic to the present era, it has been taken as an article of faith that the news media have a special role in American society. The press is often called “the fourth estate” or “the fourth branch” of government. Journalism has the power and responsibility to hold the leaders of the three branches of government — the executive, the legislative, and the judicial — accountable. Indeed, that is a central reason for the First Amendment which specifically states that “Congress shall make no law... abridging the freedom of the press.” As Mr. Justice Hugo Black stated in the famed Pentagon Papers case, which we will study this fall: “In the First Amendment the Founding Fathers gave the free press the protection it must have to fulfill its essential role in our democracy. The press was to serve the governed, not the governors. The Government's power to censor the press was abolished so that the press would remain forever free to censure the Government. The press was protected so that it could bare the secrets of government and inform the people. Only a free and unrestrained press can effectively expose deception in government.” Society relies on the news media to describe, explain, and monitor every institution of society — from government to business to science to medicine to sports to the arts to universities. Nations around the world count on reporters from the United States, from other countries, and from their
This course will explore the ways in which journalism has and continues to perform at the highest levels, in America and around the world; the ways in which it sometimes fails; the risks that journalists face; and the ways in which journalism can be protected and in which some of the worst excesses of the press might be remedied. We will examine these topics in the context of some common themes, including First Amendment freedoms, professional journalistic ethics, the evolution of the news business due to technological advances, and the business models and consumer practices of news media. As a point of comparison, we will also explore the role of truth in a range of other fields including science, law, business, narrative history, and in movies, theater and novels “based on fact.” We will also discuss the role of the press in maintaining public trust in the United States and around the world. The lectures are designed to provide a forum for the presentation of information and for a conversation between the professor, guests and students on some of the most pressing issues of the day. They will build on our assigned readings and on weekly “blogs” by the instructor that will be distributed to students by email and should be read carefully before class. After several class sessions devoted to a general description and discussion of the news media, we will examine a series of case studies. For most weeks, we will cover a subject matter area, often using stories ripped from the headlines (to use a dated newspaper era phrase) to highlight a serious and sometimes contentious issue and to provoke a discussion of the performance of the press in that area. The course will meet from 11 a.m.-12:20 p.m. every Tuesday and Thursday. Our exploration of these issues will often be enriched by visitors who are great journalists, have experienced the impact of journalism on their field, or come from other fields that offer an important perspective on the role of journalism and journalists. Based on our experience teaching the class during the past few years, it seems possible and even likely that our experience together this fall will be defined, in part, by unexpected local, national or world events such as human tragedies, natural disasters, international conflicts or defining moments in the political process. Please note: this syllabus and the order and content of classes may change during the term, particularly in response to public events, the availability of special guests, or any developments in COVID-19 guidelines. This course has been designed to transition to fully online, should the need arise due to local, state, or federal guidelines. In the event that the delivery method is altered, please be assured that the learning goals and outcomes of the course will not change; however, some aspects of the course will change in terms of the mode of delivery, participation, and testing methods. Students should be forewarned that in view of the central theme of the class, we encourage engaged discussion and debate and we may, from time to time, deal with topics that are
controversial and/or that could make some students (and perhaps even the TAs and the instructor) uncomfortable. Additionally, though this is a lecture class, students are expected to participate when the instructor and/or guests pose questions and during discussions. Participation in class will be counted as part of the overall grade. II. Overall Learning Objectives and Assessment NOTE: This course fulfills USC’s General Education requirement for “citizenship in a diverse world.” The expectations for that requirement are included as an appendix to this syllabus. After completing this course, students should be able to: ● Understand the ethical and legal framework that applies to great journalism and to think critically about how well those standards are maintained ● Identify social, political, economic, technological, legal and/or cultural forces, as well as systematic biases (racial, gender, religious) that may affect reporting and determine which stories are covered (and how) by the media in the U.S. and around the world — and critically analyze the causes and/or consequences of those forces ● Articulate a definition of globalization in the context of “mass media” in the internet age and offer a critical analysis of its impacts on human life in the U.S. and around the world ● Articulate a definition of citizenship and offer a critical analysis of how the media informs citizenship and democracy in both U.S. and global senses ● Offer informed contributions to debates about how to improve the quality of news media and journalism in the U.S. and around the world III. Course Materials Readings will include three interesting and important books on journalism theory and history. Much of the other reading will be essays, news stories, or court decisions that you can read via the hyperlinks in the syllabus and in the instructor’s weekly blog. Students should be sure to read the instructor’s weekly blog before coming to class each week. Blogs will be sent out every Sunday. The blog is designed to put the week’s topic into context, to highlight some important readings, and to serve as an introduction to the lectures and class discussions. In a sense, the blog serves as an evolving text book for the course.
- and/or John Oliver; a digital media outlet such as Axios, The Atlantic, Vice, BuzzFeed, Politico, Breitbart, Newsmax , or the Huffington Post. As noted below some of the newspapers will be available to our students for free in their digital format. Please be sure to follow at least one international news source such as The Guardian , the Financial Times, The Economist, China Daily, The Times of India, The Jerusalem Post , the BBC, or Al Jazeera. If you are fluent in a language other than English, please consider reading or listening to a news source in that language. Two good examples of “wisdom journalism” that are always informative are: The Washington Post ’s morning column and analysis called “Daily 202,” and the free morning email for Axios by Mike Allen which you can Sign up for here. Students will also be receiving free subscriptions to The New York Times, The Wall Street Journal , and the Los Angeles Times during the class. You can access these subscriptions through the USC Libraries here: https://libguides.usc.edu/c.php?g=235118&p= IV. Description of Assignments The assignments for JOUR 200w consist of an autobiographical essay, a short biographical description of another student, two papers, a midterm exam, and a final exam. There will also be extra credit opportunities. In past semesters, students earned an average grade of at least B+ if they attended the classes, participated in class discussions, handed in papers on time, completed their other assignments on time, attended review sessions before the exams, and took advantage of extra credit. For most assignments we will provide specific rubrics which detail exact point distributions, and examples of strong work from previous semesters. Each assignment is described in more detail below. Please be sure to read all of the expectations set forth in the syllabus for papers and exams, including rules regarding academic integrity. If you have questions about what is expected, please be sure to see your TA. TAs will provide written feedback on all assignments, but the best way to improve the quality of your writing and responses is to visit your TA during office hours before and after assignments are due. They can offer guidance as you work on assignments and prepare for papers and exams, and they can provide extended explanations of how to improve in the future if you are unsatisfied with a grade. Over the past four years of teaching this class, we have found that the best way to support student success on assignments is through one-on-one coaching. We urge you to take full
advantage of the TA’s knowledge and expertise, and remember that they are a resource for you. In addition, they can become your friends and advocates as you navigate life at USC. Here is a list of your assignments: A) Autobiography and short biography of another student: Students will write an autobiographical essay due by 11 a.m. on Thursday, September 2nd. The autobiographical essay along with a photograph must be submitted to Blackboard through the Assignments portal AND sent to the instructor and your TA by email. It must be submitted as a Word document. Students will also write a short biography of another student that will be due at the same time and in the same format. Students will also write two papers of about 1,000 – 1,500 words (approximately 4-7 double- spaced pages). The papers, which are due by the beginning of class on September 28th^ and November 16th , must be submitted on Blackboard. B) Paper #1: For Paper #1 you will write an original research essay on someone who has had a major impact on the field of journalism, for better or worse. The person can be a journalist, editor, publisher, etc. They can be someone from the past or present, someone from the United States or someone from another country. In this essay you will explore this person’s lasting impact on journalism. We will expect you to deal with questions such as how their work has influenced or transformed the field and what makes their work unique and noteworthy. Your essay should make a clear argument (in the form of a strong thesis) about the person’s legacy in the field and what makes them exceptional. Your essay should be more than a biography; we want you to explain and discuss your subject’s significance. In your paper, turn your critical eye to this person in the context of their industry in order to identify what qualities or characteristics are worthy of your attention. Be sure to provide ample evidence and examples to back up your choice. This includes using a variety of sources (at least 8) and going far beyond Wikipedia or Biography.com. You must submit the name of the person you propose to study — and your reasons for that selection — to your TA via the Google form posted to Blackboard by the beginning of class on September 7th for approval. A more detailed rubric will be distributed via Blackboard. Paper # is due by the start of class (11a.m.) on September 28th. C) Paper #2: Due by the start of class (11a.m.) on November 16th. More information about paper #2 will be provided during the term.
Participation credit will be given for active engagement in the class, including comments in general class discussions and written comments on the contents of each class, which is explained in more detail below. Each student must visit their TA’s office hours at least once during the semester. Five points will be deducted for any student who fails to meet this requirement. If you cannot meet your TA during their regular office hours, you may contact them to set up an appointment that works for your schedule. Please note: you are welcome to schedule these meetings via Zoom if it would be more convenient. You will be evaluated on your participation in all parts of the class. At the end of that class session, you will need to hand in a 3x5 notecard listing three things you learned and one thing you wished you had learned or wished we had explored in greater depth. You will write your name on the notecard and turn it in at the end of each class in order to be evaluated for credit for class participation. Each properly completed notecard is worth up to 2 points. To take advantage of the wonderful class guests, and to help you learn how to engage in serious conversations with professional and industry leaders, you will be expected to prepare questions in advance for our guests and to ask a question or engage in a discussion with at least one of our guest speakers. Your questions and/or comments will be graded on the quality of your research about the guest and how well they are tailored to match the themes of the class, including the theme for the week as set forth in the lectures and the syllabus. You will be able to submit your questions under the corresponding thread on Blackboard’s Discussion Board. While it is expected that students will make every effort to attend classes, it is recognized that personal circumstances will arise which preclude class attendance. In such circumstances, the student is responsible for obtaining the materials presented in missed classes and for making up missed tests and other assignments. If for any reason you need to miss part or all of the class, please notify your TA and provide appropriate documentation in advance (with the exception of an emergency, in which case documentation can be provided afterward). Approved athletic competitions and other university obligations, as well as medical excuses, will count as excused absences. In order to receive an excused absence for athletic competition or other university obligations, please turn in all excuse form requests to your TA at least 48 hours prior to missing class. Medical excuses must be verified using the USC Illness Absence Excuse form. More long-term absences due to serious illnesses will require medical documentation to be excused. For questions specific to COVID-19, please contact USC Student Health at [email protected]. There will be several opportunities for extra credit available to all students. Questions submitted for guest speakers will be worth up to 2 points, depending on their quality, and longer extra credit assignments will be worth up to 3 points. Students can take advantage of extra credit
assignments for a possible total of up to 30 extra credit points. No more than 30 extra credit points will be granted to any student. Extra credit participation during the term can enable a grade to be improved by a total of one half of one grade: for example, a B can become a B+ or a B+ can become an A-. We urge students to take advantage of at least some of these opportunities. As with any other assignment, each extra credit opportunity will be graded on the quality of the work. V. Grading Breakdown of Assignments Assignment Points % of Grade Paper #1 120 20 % Paper #2 120 20 % Autobiography and Biography 30 5% Exams: Midterm Final 120 120 20% 20% Event Summaries 30 5% Class Participation (including weekly notecards) 60 10% TOTAL 600 100% Grading Scale 95% to 100%: A 80% to 83%: B- 67% to 69%: D+ 90% to 94%: A- 77% to 79%: C+ 64% to 66%: D 87% to 89%: B+ 74% to 76%: C 60% to 63%: D- 84% to 86%: B 70% to 73%: C- 0% to 59%: F Grading Standards
scholarly journals, top-level news accounts and essays, court decisions, and other professional sources, including our texts. Feel free to start searches by using Google but use Google as a starting point for references. Particularly in an era of “fake news” — and in a course that is examining that topic - don’t use sources such as Wikipedia as stand- alone references without doing further research. Quality Wikipedia articles provide citations, which you can investigate and vet for trustworthiness. When essay topics refer to specific concepts covered in the readings, it is important that these essays display a competent grasp of the material. ● Evidence matters: Evidence should be carefully analyzed before usage. Materials offered to support your claims should be timely, relevant, and well scrutinized. Materials should reflect your awareness of the ideological foundations and potential bias of that source. Both the quality and quantity of sources will be taken into account. ● Bibliography & Citations: All materials either directly quoted or references in your text should be included in your bibliography. Your bibliography citations should be complete (again, follow APA Style Manual), and the reader should be able to readily access the content that you have cited. In general, grading will assess the analysis, structure, evidence, style, and grammar of your paper. The deadline to withdraw from a course in Fall 2021 is September 10th. Please refer to the Undergraduate Student Pass/No Pass FAQs for more details. Please note that USC undergraduates may take a maximum of 24 units as Pass/No Pass. It is important that students work with their academic advisors to plan their grading decisions appropriately. VI. Additional Policies, Procedures and Information Assignment Submission Policy With the exception of the autobiographical essay, which must be sent as a Word Document to Professor Cowan and your TA by email in addition to being submitted via Blackboard, all papers and reports on events should be submitted online via Blackboard. Both assignment instructions and submission links are set forth in the "Assignments" folder on Blackboard. All assignments must be uploaded as Word Documents, not PDFs or Google Docs because otherwise TAs cannot make comments on the document. No paper or emailed versions of these assignments will be accepted. Papers will be submitted via TurnItIn to check for plagiarism and unauthorized collaboration. Once an assignment is graded, TA comments will be accessible via Blackboard.
Technology Policy For this class we will use what might be called the Harvard Business School Rule. During the class, students will not be allowed to use laptops, mobile phones, or wireless connections. Unless permitted by the instructor, cell phones and laptops must always be turned off during class. Any violations of this policy will have an impact on your grade. If you have your phone or laptop out during class, we will deduct participation points for that class period. To understand the reasons for this policy, you may want to read the following: a study called “Why you should take notes by hand – not on a laptop”; a New Yorker piece called “The Case for Banning Laptops in the Classroom”; and the studies of the late Stanford University Professor (and USC Annenberg School graduate) Cliff Nass that show the dangers of multitasking (summarized in this NPR segment. Or, read Nicolas Carr’s piece in the Wall Street Journal called “How Smartphones Hijack Our Minds: Research suggests that as the brain grows dependent on phone technology, the intellect weakens.” The Los Angeles Times published an article on this “off the grid” policy in 2015. The only exception to this rule is if you have provided the instructor or your TA with an accommodation from DSP asking that you be allowed to use a laptop to take notes. Late Work Policy Students must complete all assignments in order to earn a grade in the course. Unless specifically excused by the instructor or TA in writing, any material turned in late will be reduced one- half letter grade per calendar day late. VII. Class Schedule Note: Updates to the syllabus will be announced in class and/or distributed via email and/or Blackboard. For each class you will be expected to study the readings. In addition, you will be expected to read the instructor’s weekly blog before coming to class on Tuesday. The blog will be distributed electronically and/or on Blackboard by Sunday night. It will often include links to articles or stories that you should be prepared to discuss. Since we will often discuss breaking news events and/or take advantage of the sudden availability of interesting guests, we will make some scheduling changes during the term. We will announce the visits of our (often high-profile) guests in advance. To get the most from those visitors, please try to learn about them before they come to speak. At the beginning of the semester, we may assign you to send proposed questions for guest speakers to your TA. A portion of your grade will be based on the questions that you submit and the exchange that you have with our guests during their visit. Week One (Tuesday, 8/24, and Thursday, 8/26): What is journalism – and why does it matter?
● “Fake News Spreads Faster Than True News on Twitter—Thanks to People, Not Bots” (Science) ● “How images — sometimes manipulated and altered — are shaping the seething world of our politics” (LA Times) Recommended reading: ● “Robert Caro, The Art of Biography No. 5” (Paris Review) Week Four (Tuesday, 9/14 and Thursday, 9/16): What is the role of opinion, “wisdom journalism,” columnists and the editorial page? Readings: ● Professor Cowan’s Blog # ● “Beyond News,” Chapter 4, ● “Elements of Journalism,” Chapter 5 ● “Distinguishing between fact and opinion in the news” (Pew) ● “Tom Cotton: Send in the Troops” (NY Times) ● “Michelle Goldberg: Tom Cotton's Fascist Op Ed” (NY Times) ● WSJ Journalists Ask Publisher for Clearer Distinction Between News and Opinion Content (Wall Street Journal) ● Coddling of the American Mind (The Atlantic) Week Five (Tuesday, 9/21 and Thursday, 9/23): The law and ethics of journalism Readings: ● Professor Cowan’s Blog # 5 ● “Beyond the News,” Chapter 5 ● “Elements of Journalism,” Chapter 4 ● “The Pentagon Papers Case – Amid Leaks, Recalling an Epic Battle Over Press Freedom in Nixon Era” (The New York Times) ● Los Angeles Times Ethics Guidelines (LA Times) ● How does a FOIA work? (HHS) ● New York Times vs. Sullivan (YouTube) ● “ Journalistic Objectivity evolved the way it did for a reason ” ( Time ) ● “ Emily Wilder, tradition, and the double standards around objectivity ” ( Columbia Journalism Review ) ● “Journalists don’t always cover anti-racism protests as fairly as they think they do” (NiemanLab)
Recommended Reading: ● The Most Expensive Comment in History? (The Atlantic) ● “Reporter’s Case Poses Dilemma for Justice Dept.” (The New York Times) ● “ What Comes After Objectivity? ” ( Columbia Journalism Review ) ● “Headlines that are covering up police violence” (The Atlantic) ● “ Meet the Activist Who Fought for UK Press to Stop Victim-Blaming in Domestic Abuse Reporting ” ( Global Citizen) Paper #1 due Tuesday, 9/28 at 11 a.m. Week Six (Tuesday, 9 / 28 , and Thursday, 9 / 30 ): How the technology and economics of journalism have evolved – and are continuing to evolve - in America and around the world – and the impact of social media on journalism Readings: ● Professor Cowan’s Blog # ● “ Ghosting the News ,” Chapters 3-5 and Conclusion ● “ Leading the Way to Better News: The Role of Leadership in a World Where Most of the ‘Powers That Be’ Became ‘The Powers That Were’” (Shorenstein Center) ● “Washington Post, Breaking News, Is Also Breaking New Ground” (The New York Times) ● “Public service media today has its most important role to play since World War II” (NiemanLab) ● "Americans Who Mainly Get Their News on Social Media Are Less Engaged, Less Knowledgeable" (Pew) ● “Here are the newsroom layoffs, furloughs, and closurest that happened during the coronavirus pandemic” (Poynter) ● “TikTok: How Israeli-Palestinian conflict plays out on social media” (BBC) Recommended Reading: ● “Journalism That Stands Apart: The Report of the 2020 Group” (The New York Times) ● “The most feared owner in American journalism looks set to take some of its greatest assets” (Columbia Journalism Review) ● “ The McClatchy Auction ended with a whimper” (NiemanLab) ● Social Media News Use (Pew) ● “Social Media Has Become a Global Battlefield” (The Atlantic)
● All The President’s Men (1976) – docudrama (topic: politics & journalism) ● Framing Britney Spears (2021) – documentary (topic: celebrity & journalism) ● The Social Network (2010) – docudrama (topic: rise of social media) Week Ten (Tuesday 10/ 26 and Thursday 10/2 8 ) Misinformation and Disinformation: How should the press address challenges posed by mis- and disinformation? How should the press deal with “fake news” and conspiracy theories; with the growth of social media; and with news sources who favor one side in political debates impacting democracy? Readings: ● Professor Cowan’s Blog # 9 ● "Information Overload Helps Fake News Spread, and Social Media Knows It" (Scientific American) ● “Do journalists pay too much attention to Twitter?” (Columbia Journalism Review) ● “How tech platforms decide what counts as journalism” (Columbia Journalism Review) ● “American Views 2020: Trust, Media, and Democracy” Executive Summary (Knight Foundation) ● California News Trust Report (Newsguard) ● “Social media algorithms to face scrutiny as lawmakers look to curb misinformation” (CNN) ● “How Fake News Shaped History” (YouTube) ● QAnon and on: why the fight against extremist conspiracies is far from over (The Guardian) ● Engagement with Deceptive Outlets Higher on Facebook Today Than Run-up to 2016 Election (German Marshall Fund) Week Eleven (Tuesday, 11/02, and Thursday, 11/14): The Perils of Journalism – threats to journalists and journalism in America and the World Readings: ● Professor Cowan’s Blog # ● “2021 World Press Freedom Index: Journalism, the vaccine against disinformation, blocked in more than 130 countries” (Reporters Without Borders) ● “Governments are using Covid-19 as an excuse to crack down on press freedom” (Nieman Lab) ● Murders of journalists more than double worldwide” (Committee to Protect Journalists)
● Police Unions threaten Freedom of Information (Reporters Committee for Freedom of the Press) ● “Vast majority of crimes against journalists yet to be resolved: UNESCO” (UN News) ● “Myanmar's Arrest of Journalists an 'Extraordinary Attack on Freedom of Expression,' UN Says” ( VOA ) Week Twelve (Tuesday, 11/ 09 and Thursday, 11/ 11 ): Case Study 2: How well does the media cover politics and government? Readings: ● Professor Cowan’s Blog # ● “How much influence does the media really have over elections? Digging into the data” (NiemanLab) ● “Don’t blame the election on fake news. Blame it on the media.” (CJR) ● “Everything you need to know about the Fairness Doctrine in one post” (Washington Post) ● “Maybe The Right-Wing Media Isn’t Crazy, After All” (Vanity Fair) ● “The Fake News Fallacy” (New Yorker) ● The Fox News Effect (Vox) ● “The Paranoid Style in American Politics” (Hofstadter) on Blackboard Recommended Reading ● “New report on Russian disinformation, prepared for the Senate, shows the operation’s scale and sweep” (Washington Post) ● “The Paranoid Style in American Politics Revisited: An Ideological Asymmetry in Conspiratorial Thinking” (van der Linden, Panagopoulos, Azevedo, and Jost) Week Thirteen (Tuesday, 11/ 16 , and Thursday, 11/1 8 ): Case Study 3: How well does the press cover national security and war and issues of international importance – and how does the press of different countries cover the same issue in America and the world? Readings: ● Professor Cowan’s Blog # ● “WHY THE VOICE OF AMERICA REMAINS A VITAL FORCE IN THE WORLD” (Cowan) ● Iran and Presidential Powers, Explained (New York Times) ● At War with the Truth (Washington Post) ● “Attacks on the Press Track a Democratic Backslide”(Foreign Policy)
