AG 351 Communicating Agriculture to the Public

Transcription

1 AG 351 Communicating Agriculture to the Public INSTRUCTOR: Kellie Strawn Department of Agricultural Education and General Agriculture, 112 Strand Ag Hall Office: (541) COURSE CREDITS: 3 T/R 80 minutes PREREQUISITES: none COURSE DESCRIPTION In this course, students will explore various outlets for communicating with the public about agriculture using appropriate, professional writing. Additionally, students will articulate their thoughts on controversial issues as well as write feature and editorial pieces promoting positive agricultural practices and people in agriculture. This course will fulfill the Social Processes and Institutions requirement in the Baccalaureate Core Perspectives category or the Contemporary Global Issues requirement in the Baccalaureate Core Synthesis category. STUDENT LEARNING OUTCOMES After successful completion of this course, a student will be able to: 1. Communicate effectively in writing, using a variety of writing styles, including editorial, news and technical feature writing. 2. Identify the needs and expectations of an audience and prepare written documents appropriate for that audience. 3. Demonstrate appropriate content and writing style for both print and online media (news, features, blog, Facebook, Twitter and other social media). 4. Consider multiple perspectives of a controversial topic in agriculture and articulate his/her opinions, with cited sources, accurately and professionally. Social Processes and Institutions Baccalaureate Core Learning Outcomes: BC1. Use theoretical frameworks to interpret the role of the individual within social process and institutions. BC2. Analyze current social issues and place them in historical context(s). BC3. Critique the nature, value and limitations of the basic methods of the social sciences. Contemporary Global Issues Baccalaureate Core Learning Outcomes: BC4. Analyze the origins, historical contexts, and implications of contemporary global issues. BC5. Explain the complex nature and interdependence of contemporary global issues using a multi-disciplinary approach. BC6. Articulate in writing a critical perspective on contemporary global issues using evidence as support. METHODS FOR ASSESSING LEARNING OUTCOMES The expected learning outcomes for the course will be assessed through quizzes, in-class activities, agriculture in the media assignments, writing assignments, peer reviews, and two exams.

2 TEXTBOOKS: 1. Telg, R., Irani, T. A. (2012). Agricultural Communications in Action: A hands-on approach. Clifton Park, NY: Delmar. 2. Brooks, B. S., Pinson, J. L., & Wilson, J. G. (2010). Working with words: A handbook for media writers and editors (7 th Ed). Boston, MA: Bedford/St. Martin s. Recommended: Associated Press Stylebook. (2013). New York: The Associated Press. Strunk, W. The Elements of Syle. (2011). OTHER REQUIRED MATERIALS: Four file jackets, which can be purchased at an office supply store. For example: Pack/product_903616?externalize=certona Outcome Alignment with Learning Goals for Graduates Learning Outcome 1. Communicate effectively in writing, using a variety of writing styles. 2. Identify the needs and expectations of an audience; prepare appropriate written documents. 3. Demonstrate appropriate content and writing style for both print and online media. 4. Consider multiple perspectives of a controversial topic in agriculture; articulate opinion with cited sources. BC1. Use theoretical frameworks to interpret the role of the individual within social process and institutions. BC2. Analyze current social issues and place them in historical context(s). BC3. Critique the nature, value and limitations of the basic methods of the social sciences. BC4. Analyze the origins, historical contexts, and implications of contemporary global issues. BC5. Explain the complex nature and interdependence of contemporary global issues using a multi-disciplinary approach. BC6. Articulate in writing a critical perspective on contemporary global issues using evidence as support. Learning Goals for Graduates (LGG) LGG #6: Communication LGG #2: Critical Thinking; LGG #6: Communication LGG #2: Critical Thinking; LGG #6: Communication LGG #1: Competency and Knowledge in multiple fields; LGG #2: Critical Thinking; LGG #6: Communication; LGG #7 Self-Awareness and Life-Long Learning LGG #3: Pluralism and Cultural Legacies; LGG #7: Self- Awareness and Life-Long Learning LGG #3: Pluralism and Cultural Legacies; LGG #5: Social Responsibility and Sustainability LGG #2: Critical Thinking LGG #2: Critical Thinking; LGG #5: Social Responsibility and Sustainability LGG #2: Critical Thinking; LGG #6: Communication; LGG #7: Self-Awareness and Life-long Learning LGG #2: Critical Thinking; LGG #6: Communication

3 COURSE SCHEDULE* Course Topics Alignment with Course Objectives Date Topic Objective(s) Quiz/Assignment Due Week 1 (T) Course Introduction, Defining Communicating Agriculture to the Public, Introduction to communication and information-dissemination theories (e.g., Uses and Gratifications, Framing, Priming) (R) Grammar, Spelling, Punctuation 1 BC1, BC4 Week 2 (T) Interviewing, Personal Profiles 1, BC6 Week 3 (T) (R) Active Voice, Conciseness 1 Quiz 1 Using Quotes & Organizing Information, Revisit Framing and Priming Constructs (R) AP Style and Inverted Pyramid 1 1, BC1, BC6 Week 4 (T) Plagiarism, Ethics, Editing 101 1, 3, BC1, BC 3 (R) Fact Sheets, Evaluating research and validating the credibility of sources, Personal Profile Peer Review Week 5 (T) Midterm All (R) Week 6 (T) Tech Feature, News Values, Developing Ideas, Getting Started Writing an Op-Ed, Fact Sheet Peer Review (bring computer/tablet to class) 1, 2, 3, BC2, BC3 Quiz2 Personal Profile Draft 1, 2, 3, BC1, BC2, BC3, BC4, BC5, BC6 1, 2, 3, BC1, BC2, BC3, BC4, BC5, BC6 (R) Social Media: Planning, Writing 1, 2, 3, BC2 Personal Profile Final Fact Sheet Draft Week 7 (T) Social Media: Managing, Evaluating BC3, BC5 Quiz 3 Fact Sheet Final (R) Op-Ed Blog Peer Review Op-Ed Blog Post Draft Week 8 (T) Guest Speaker Panel 3, BC1, BC2, BC5 Op-Ed Blog Post Final (R) Tech Feature Peer Review Tech Feature Draft Week 9 (T) Agriculture Documentary 3, BC1, BC2, BC3, BC5 (R) Agriculture Documentary & Discussion 3, BC1, BC2, BC3, BC5 Week 10 (T) Launching a platform for advocacy 1, BC1 Quiz 4 (R) Term Wrap Up and Review Tech Feature Final Final Exam *This schedule is subject to change at the instructor s discretion. Students will be notified of any changes.

4 ASSIGNMENTS AND GRADING COURSE ASSIGNMENTS Points Quizzes (20 pts ea) 60 In-Class Activities (10 pts ea) 60 Ag in the Media (20 pts ea) 40 Peer Reviews (15 pts ea) 60 Personal Profile 150 Fact sheet 100 Op-Ed 150 Technical Feature 200 Midterm 90 Final Exam 90 DESCRIPTION OF ASSIGNMENTS Quizzes: Four quizzes will be given in class periodically throughout the course. There is no makeup for a missed quiz. Each is worth 20 points, and the instructor will drop the lowest quiz grade. Quizzes will cover grammar, spelling, punctuation, AP style, and other concepts discussed in class. (60 points, after lowest grade dropped) Activities: At six points in the term, we will have activities in class or a small assignment due the next class period. Each of these activities is worth 10 points. These activities are not marked on the schedule and you must be in class to earn the points. (60 points) Agriculture in the Media: It is important to be aware of agricultural issues and how they are portrayed in the media. For this assignment, you will find an example of agriculture in the media (newspaper, television, magazine). You must turn in a copy of the example (either printed from website or make copy of print materials) with an explanation of the issues, stakeholders, and your reaction to the media example. You will do this at two different points in the term. (40 points) Midterm: The midterm will cover the material from the beginning of the course, including material covered on quizzes, given to this point. It will be a mixture of multiple-choice, short answer, and essay questions. The quality of your writing will be part of the grade for written responses. (75 points) Final Exam: This exam will cover the material from the beginning of the course, including material covered on quizzes, given to this point. It will be a mixture of multiple-choice, short answer, and essay questions. The final is only required if you have three or more unexcused absences. (75 points) Major Writing Assignments Peer Review Drafts 1 : Throughout the term you will be asked to bring a draft of various assignments into class. You will have editing partners in class and will be expected to critically edit each other s papers. Drafts are worth 15 points in class. If you forgot to bring your draft, you will receive 5 points for editing your partner s work. The following assignments require a draft in class: Personal Profile, Fact Sheet, Op-Ed, and Technical Feature Story. (60 points)

5 Personal Profile 1 2 : Write a 1500-word feature story on a person who has positively impacted the agriculture industry. Your personal profile should include at least three sources, two of which must be in-person interviews, including one with the person about whom you are writing. (50 points) Fact sheet 1 2 : This one-page document will include factual information about a controversial issue in agriculture. It will present scientifically established facts on both sides of the issue, with sources cited, using APA style, and submitted along with the assignment. (40 points) Op-Ed 1 2 : Using the facts gathered for your fact sheet, write an opinion-editorial (or op-ed), which is a form of opinion writing that addresses a current issue or public policy. This paper should be words and written persuasively to convey your point of view and convince others to agree with you, while using the strategies for effective and professional writing discussed in class. (50 points) Technical Feature Story 1 2 : Write a 2000-word technical feature, explaining a production practice, research topic, policy, or other issue in agriculture to a non-scientific, non-agriculturalist audience. Your technical feature story should include at least three sources, two of which must be in-person interviews. (100 points) 1 A note about format for written assignments: Unless noted otherwise on specific assignments, type papers using Garamond or Times New Roman, 12-point font, double-spaced with 1 margins. Write in AP Style. Points will be deducted for not following this format. 2 Assignment submission: Submit all major written assignments using a file jacket. Include rough draft with peer review feedback, final draft, audience description, copies of interview transcripts and all other sources used to complete the assignment. Label the jacket with your name and the assignment name. You can purchase file jackets at office supply stores, for example: Pack/product_903616?externalize=certona GRADING SCALE: A = % B = % C = % D = % A- = % B- = % C- = % D- = % B+ = % C+ = % D+ = % F = % POLICY ON ATTENDANCE AND MAKE-UP WORK: Assignments must be submitted in class to the instructor on or before the established due date. Late assignments will be docked 20% per day, beginning at the start of class on the due date. Grading major writing assignments: The objectives of this class focus on developing effective written communication skills within the context of agriculture. To that end, students are expected to implement feedback from peer review and turn in a polished final paper. If adequate effort is not shown, the paper will be returned as not yet ready for grading, and you will receive a zero until the assignment is completed. The late-assignment policy will still apply in this situation. Revisions of major writing assignments: The objectives of this class focus on developing effective written communication skills within the context of agriculture. To that end, you may revise and resubmit major writing assignments (Personal Profile, Fact sheet, Op-Ed, Technical Feature) up to

6 two times each. Revised papers must be resubmitted within one week of receiving the graded assignment back. When resubmitting, you must include, in the file jacket: rough draft with peer review feedback, originally submitted final draft, revised paper with changes tracked, a clean copy of the revised paper, interview notes and other sources used to complete the assignment. If all elements are not included, or if substantial revisions based on instructor feedback are not obvious, it will be returned to you ungraded. UNIVERSITY POLICY STATEMENTS STATEMENT REGARDING STUDENTS WITH DISABILITIES: Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations, but who have not yet obtained approval through DAS, should contact DAS immediately at (541) EXPECTATIONS FOR STUDENT CONDUCT: You will be expected to conduct yourself in a professional manner. Academic dishonesty such as plagiarism and cheating will not be tolerated. Therefore, students are expected to be honest and ethical in their academic work. At Oregon State University academic dishonesty is defined by the Oregon Administrative Rules a-c as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. This includes: * CHEATING- use or attempted use of unauthorized materials, information or study aids, * FABRICATION- falsification or invention of any information, * ASSISTING- helping another commit an act of academic dishonesty, * TAMPERING- altering or interfering with evaluation instruments and documents, or * PLAGIARISM- representing the words or ideas of another person as one's own. For more information about academic integrity and the University's policies and procedures in this area, visit the Student Conduct web site at: and the section on Academic Regulations in the OSU Schedule of Classes.