JOR 341 - Editing for Publication I

Fall 2006 • MW 10-11:50 a.m. • Chafee 239 & 241

Dr. Barbara F. Luebke • bfluebke@mail.uri.edu • 874-5490 • www.uri.edu/artsci/jor/luebke.htm

Office (Chafee 227) Hours: Mondays 9-10 a.m. & 1:30-2:30 p.m.; Wednesdays 9-10 a.m.; and by appointment

The Course Editing involves the preparation of material created by someone else for publication. JOR 341 is all about acquiring the skills (competencies) necessary to edit at an entry-level-job. Even though the course at times may feel as if it's about being a newspaper copy editor, it isn't. The course -- like editing -- is about a way of thinking critically about the written word. Accuracy and completeness of content, along with precision in all tasks, are at the heart of editing any content.

Course Goals The department's goals for JOR 341 are that, at the conclusion of the course, you should:

• Be able to articulate the role of editing and editors in the process of preparing written information for publication
• Understand the decision-making processes that determine what is published
• Be able to use editing terminology [and symbols]
• Be able to edit copy to specifications, on a computer terminal and under deadline
• Be able to write headlines and titles to specifications, on a computer terminal and under deadline
• Understand libel from the perspective of an editor
• Understand the ethical dilemmas faced by editors

You may have an additional goal(s) for yourself. Don't hesitate to ask for help in meeting them.

Texts

Creative Editing 4th ed. (referred to as CE) by Bowles and Borden -- Your primary text, it also will be used for JOR 442. Because this is a workbook, I advise you not to buy a used copy! Exercises and other resources are also available at http://communication.wadsworth.com/bowles

Watch Your Words 2nd ed. by Dunsky

Math Tools for Journalists 2nd ed. by Wickham

AP Stylebook -- You should already own it; if you don't, buy it.

Course Web site -- Here you will find important supplementary course materials; print them. You also will find links to useful resources.

Supplies No. 2 pencils with erasers • Red pen or pencil • Text highlighter [Notes: All editing must be done in pencil; all reviews of work must be done in red!]

Professional Attitudes My minimum expectations are that you:

• Read -- really read -- a newspaper daily. You will learn the most if you read a good newspaper, but you will learn a lot from reading any newspaper. Think that is asking too much? Consider what Jane Pauley, longtime co-anchor of The Today Show and Dateline NBC, once told a group of journalism educators:

We had an intern several years ago . . . who once said to me: "I've been so busy this summer I haven't had time to look at a newspaper." And the lecture I gave him is . . . If you're not absorbed by the daily newspaper, if that's not the first thing you want to see [in the morning], if you don't subscribe to a weekly news magazine and really love reading it, why are you in this industry? What do you think you're studying?

• Challenge yourself to never make the same mistake twice.
• Ask questions.
• Find the answers you need.
• Don't believe everything you read or are told (take heed of the old editor who cautioned a new reporter: "If your mother tells you she loves you, check it out.").
• Be prepared to be frustrated.
• Practice patience.
• Take charge of your own education.

Attendance In the world of professional journalism and public relations, there are no make-ups; ditto for this class. You are responsible for maintaining an accurate Work Log that begins with today.

Time Required The academic rule of thumb always has been that for every one hour you spend in class, you should spend a minimum of two hours preparing for that class. Thus, because JOR 341 has four scheduled hours a week, you can expect to spend at least an additional eight hours a week on course work. Putting in less time is your choice, but you need to understand that your course grade will reflect performance (not potential, not effort, not good intentions).

Deadlines Meet them. No excuses!

Competencies This skills course is being taught with a competency-based focus, which means it is designed to help you acquire specific skills and an understanding of relevant concepts and principles. Your course grade will be determined by the degree of competency you demonstrate. A chart enumerating course competencies, ways to acquire and demonstrate them is available on my website. Details about the Editing, Grammar, Style and Math competencies are also online. Be sure to print these materials; consider them part of the syllabus.

Deadlines for Competency Exams are included in the class schedule below.

"Live" editing Workbook exercises can teach you only so much. Handling real stories / press releases / other copy intended for publication is invaluable, and an important measure of competence. Find a journalism or public relations student who will share some "raw" written assignments with you. Edit these, then meet with the student to compare your version with the graded version. Take the initiative to edit "live copy" that is available on the S(t)imulation link on the course web site.

The "live" copy you edit, and your assessments of those experiences, will be an important component of your Scrapbook. Everyone is expected to have a minimum of 3 edited & critiqued "live" stories in his or her scrapbook.

Scrapbook The Scrapbook you turn in at the end of the semester is how you will demonstrate your editing competencies and is the sole basis of your course grade. Instructions are on the course web site; print them for yourself. Examples from previous classes are available for your review, and I will provide you with a handout of sample entries.

Reflections You are required to keep all the work you do for class. I suggest you use a binder with several pockets or an "accordion" folder. At the end of the semester, you will be required to reflect on your work using a set of guidelines I will provide. In addition, I often will suggest that you write a reflection on an assignment or exercise. Doing so regularly will be invaluable when you assemble your scrapbook.

Grading Course grades "translate" thusly:

A+ A A- = professional-level competency. You have demonstrated throughout your Scrapbook that you could go out and do this for a living NOW.

B+ B B- = highly competent. You have demonstrated obvious ability and potential to do this for a living, but fall short in one or more important areas.

C+ C = competent. You have demonstrated the minimal editing skills and achievement expected of a college student at this stage of training. In an entry-level job, you could edit material for publication and not embarrass yourself.

C- D D- = deficient. You have not developed or demonstrated the basic editing skills of a college student at this stage of training, including failure to complete some required coursework.

F = incompetent. You have not demonstrated any of the basic editing skills of a college student at this stage of training, including failure to complete coursework.

 

Otyskam Here are "Other things you should know about me"

• I am passionate about editing!
• I adhere to University rules about plagiarism, food & drink in classrooms, exam dates, Incompletes and the like.
• I am, like you, busy with multiple responsibilities. But I try to be where I say I am going to be. I read my e-mail and check my voice mail regularly. Which is my way of saying the "I couldn't get in touch with you" excuse doesn't cut it.
• I know you may not think this course is the most important one you are taking this semester, but during the hours we spend together each week, I hope you function as if it were.
• My bark is generally worse than my bite.

Class Schedule The schedule below has four types of class days:

Instructional = an opportunity for me to expand on reading assignments and teach editing skills. Note: If you have not done the assigned reading, don't bother coming to class!

Independent work days = an opportunity for you to work in the classroom on editing exercises -- with me available for consultation -- OR for you to take a competency exam OR for you to work on exercises and skill-acquisition on your own

Review days = your opportunity to have your work critiqued. Note: You can only include in your scrapbook work that has been critiqued!

Mandatory = days for which attendance is mandatory because a comprehensive competency exam will be administered

In addition, the schedule indicates the deadlines for other competency exams. These deadlines are firm.

Finally, additional "live editing" Review sessions can be scheduled for Fridays 10 a.m.-noon -- at your request and my availability.

Watch Your Words and Math Tools These books are intended to help you review grammar and math skills. Both are organized with explanatory material followed by self-tests and skill-drills. Use these books to prepare for competency exams. After you do a self-test or skill-drill, review it against the answer key, marking errors with your red pencil. Then calculate a score and indicate it at the top. You should include these marked-up self-tests in your scrapbook.

On-line skills practice Countless Internet sites offer on-line exercises in grammar, usage and Associated Press style; some are identified on the course web page. You may find these helpful in developing those competencies or preparing for your exams. If you do any of these exercises, print the results page for your Scrapbook. Note: If you find other useful resources, let me know.

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