Secondary
Journalistic English and Literature
I and II

PHILOSOPHY

A secondary Journalistic English and Literature Course is an integrated course of study which incorporates literature, composition, and language applied to modern communication skills (speaking, viewing, listening, reading, writing). Students extend this learning in increasingly sophisticated ways. They learn to observe, understand, and analyze themselves, others, and the world through a journalistic approach.

In addition to the three critical components, language, literature, and composition, a Journalistic English and Literature Course which meets graduation requirements for English credit should provide a balance between receiving (observation and analysis) and applying (writing and publication) information. Student experience with Journalistic English and Literature should include a wide range of subject matter, genres, modes of discourse, and literary techniques for the information age. Provision should be made for teaching every student at his or her instructional level.

Emphasis should be on quality rather than quantity, on focus and depth of treatment in the study of literature, on language and composition, and on logical and analytical skills which students can apply in any context.

Because of the time devoted to the study of literature, the number of publications produced in this course will be fewer than those produced by the traditional elective journalism course.

RATIONALE

As a highly effective method of teaching composition, the journalistic approach equates directly with traditional English modes of writing. For example, news writing is informative, and editorials are persuasive. Columns, features, and reviews have elements of expository, descriptive, narrative, and expressive modes.

By learning, interpreting, and applying language skills, students achieve the goals taught in other English classes. Contemporary and classic literary readings, effective models of the written word, become integrated with the journalistic composition to prepare well-rounded individuals for their future.

OPTIONS
To Receive English Credit

1. must be taught by a certified English teacher.
2. must include all English components (literature, language, composition).
3. must have English in its official title.

Local Applied Options

1. Ideally Journalistic English and Literature I is designed as a ninth and/or tenth grade class which can substitute for a traditional English course if it fulfills the above requirements. For example, such a course might follow a genre approach. Composition and language strands would follow this suggested course of study.

2. In a small school, however, it may be necessary to combine grade levels.

3. An additional second-year course, Journalistic English and Literature II could fulfill English credit if the emphasis is directed toward the state approved literature strand. For example, the sophomore course focuses on contemporary issues. Again, the composition and language components would be adapted for higher level activities.

4. An introduction and/or production-level course could be taught without the English components as an elective credit towards graduation. It is recommended that such a course closely follow Elective Journalism: A Curriculum Guide for Beginning and Production Journalism (formerly Journalism in the High School).

5. The recommended length of the course is one year or two semesters. If it is a semester course, however, it may still receive 1 (one) English credit if it includes the three critical components, language, literature, and composition.

PURPOSE

The purpose of Journalistic English and Literature I is to

1. teach the writing process using a journalistic process model. (See Element 2.)
2. correlate and integrate journalistic and rhetorical modes from a variety of classic and contemporary models. (See Elements 3, 4, 5, 7, and 8.)
3. provide an opportunity for language study and writing practice in various forms and styles. (See Elements 3, 4, 5, and 8.)
4. develop essential reading, critical thinking, and analytical skills. (See Elements 5, 7, and 9.)
5. teach observation, interviewing, research, and organization for a variety of purposes and audiences. (See Elements 4, 6, and 7.)
6. teach the importance and power of the written word with emphasis on journalistic ethics and responsibility. (See Elements 1, 5, and 7.)

CRITICAL COMPONENTS
Literature
Language
Composition

Literature

focuses on appreciating and understanding literature and exploring views, opinions, and purposes in writing.

Language

development brings a writing style that is accurate, clear, orderly, and appropriate for the writer's purpose.

Composition

focuses on interviewing, researching, reporting, and analyzing and will include narrative, descriptive, persuasive, and expository writing for specific audiences.

 GOALS

The students will

1. examine and understand the historical background of communication.
2. learn and apply the writing process.
3. learn appropriate style and usage for journalistic writing.
4. write leads and develop stories according to journalistic style.
5. develop skills in writing descriptive, narrative, expository, and persuasive stories.
6. learn methods of journalistic research.
7. examine the role of literary journalism as a non-fiction tool of cultural reaction and interpretation.
8. apply English and journalism skills by organizing, designing, and producing a publication.
9. develop logical and critical thinking skills.

JOURNALISTIC ENGLISH AND LITERATURE I
Grade 9, 10, or 11
INTRODUCTORY COURSE|
COURSE ELEMENTS

This course of study outlines elements as they apply to the three critical components when the course is offered for English credit Methodology and instruction can be adapted by the classroom teacher allowing for personal teaching styles, student background and interest, and the existing curriculum.

ELEMENT 1: HISTORY OF COMMUNICATION I JOURNALISM

Goal: Students will examine and understand the historical background of communication.

Objectives:
The students will

A. Literature

1. read and discuss early and contemporary authors.
2. evaluate the changes in communication.

B. Language

1. discuss the changes in vocabulary and structure of language to control meaning.
2. identify and consider the levels of language (audience) in models and student writing.
3. modify word choice and style of another time period into current standard English.

C. Composition

1. compare and/or contrast the ways in which information have been disseminated.
2. write about events which have shaped journalism and language.

ELEMENT 2: WRITING PROCESS

Goal: Students will learn and apply the writing process.

Objectives:
The students will

A. Literature

1. read and evaluate models for main ideas.
2. examine and analyze the diction and style of writers.
3. examine each other's writing in a collaborative effort (peer response groups).

B. Language

1. experiment with sentence structure and variety, transitional devices, and point of view.
2. employ standard English usage in appropriate situations, especially as part of the revision process.
3. analyze diction and syntax which create a shift in tone.
4. revise writing to correct individual weaknesses.

C. Composition

1. employ the process of writing: prewriting, drafting, and revising.
2. participate in activities to generate ideas.
3. create drafts and revise appropriately.
4. vary according to audience and purpose.
5. develop main ideas into an effective introduction.
6. write in a consistent point of view.
7. arrange information in a logical order.
8. develop coherence through a variety of methods.

ELEMENT 3: LANGUAGE/USAGE/STYLE

Goal: Students will learn appropriate style and usage for journalistic writing,

Objectives:
The students will

A. Literature

1. read and analyze models to recognize style and usage.
2. compare and/or contrast journalistic style and usage to fictional writing.

B. Language

1. review the essentials of sentence structure, word order, grammar, and mechanics.
2. learn journalistic style to prepare writing for publication.
3. develop proofreading and copy editing skills as applied to various models of writing.

C. Composition

1. edit and revise selections of personal and peer writing to fit journalistic style.
2. employ appropriate style and usage rules in their writing.
3. convert a "traditional" literary piece to fit a modern journalistic style.

ELEMENT 4: WRITING STRATEGY

Goal: Students will write leads and develop stories according to journalistic style.

Objectives:
The students will

A. Literature

1. read and discuss stories concerning events from a variety of sources.
2. identify the purpose and construction of story leads and opening paragraphs.
3. evaluate the effectiveness of story structure.

B. Language

1. identity different types of leads.
2. identity lead structure and vocabulary used for effect.
3. learn the five 'w's" and "h."
4. identity various story structures.
5. arrange story details according to story structure.

C. Composition

1. practice variety in writing leads for stories suitable for publication.
2. follow a pattern of organization that fits journalistic style.
3. demonstrate the ability to develop a story in journalistic style.

ELEMENT 5: MODES OF WRITING

Goal: Students will develop skills in writing descriptive, narrative, expository, and persuasive stories.

Objectives:
The students will

A. Literature

1. study literary examples as illustrations of different types of writing.
2. identity the elements of the four writing modes. [descriptive, narrative, etc.]
3. study literary examples to recognize different methods of addressing specific audiences.

B. Language

1. discuss and select vocabulary appropriate to each mode of writing.
2. achieve coherence by organization, proper transition, and relevance.
3. identity ways to convert a story from one mode to another.

C. Composition

1. transfer notes into a story for each mode.
2. write for specific audience, purpose, and occasion.
3. use one set of facts to write stories in various modes.

ELEMENT 6: RESEARCH

Goal: The students will learn methods of journalistic research.

Objectives:
The students will

A. Literature

1. read various sources of information.
2. analyze models which demonstrate effective use of research.

B. Language

1. distinguish and discuss features of proper research.
2. take accurate notes.
3. formulate and ask evocative questions.

C. Composition

1. summarize research.
2. use quotes.
3. provide accurate, adequate attribution.
4. express opinion supported by research.

ELEMENT 7: LITERARY JOURNALISM

Goal: Students will examine the role of literary journalism as a non-fiction tool of cultural reaction and interpretation.

Objectives:
The students will

A. Literature

1. read selections by contemporary and non-contemporary authors in the field of journalism.
2. analyze literary content in a cultural/historical context.
3. identity theme, audience, and purpose and compare across cultures.

B. Language

1. discuss the author's background and experience.
2. analyze components of a writer's style (diction, syntax, mechanics) to determine its characteristics.
3. understand non-fiction as a vehicle for and reflection of cultural reaction and interpretation.
4. cite specific passages to indicate selection tone.

C. Composition

1. write various types of essays which relate to the literature topics and cultural viewpoints.
2. copy change select passages to imitate the author's style.
3. write personal reactions to significant cultural and historical events.

ELEMENT 8: JOURNALISTIC APPLICATION

Goal: The students will apply English and journalism skills by organizing, designing, and producing a publication.

Objectives:
The students will

A. Literature

1. examine student and professional newspapers.
2. read professional models.
3. read about famous journalists.
4. analyze newspapers and other publication formats to determine content balance.

B. Language

1. work in small groups to organize content.
2. brainstorm criteria to select staff leadership.
3. develop assignment sheets specifying types of stories according to newspaper sections.

C. Composition

1. use research skills to draft stories.
2. copy read and revise stories for print.
3. proofread and correct stories for publication.
4. design page lay-outs and make up pages.
5. evaluate final product.

ELEMENT 9: ANALYSIS

Goal: The students will develop logical and critical thinking skills.

Objectives:
The students will

A. Literature

1. read and analyze literary models.
2. evaluate effectiveness of reading selections.
3. read other student writing.

B. Language

1. compare and/or contrast effectiveness of various selections.
2. analyze and discuss style.
3. determine how vocabulary, syntax, and diction affect meaning.
4. analyze personal style for effectiveness.

C. Composition

1. write evocative interview questions.
2. select logical order and transition.
3. employ appropriate tone.
4. write for a specific audience.
5. formulate an opinion and support it.

PURPOSE

The purpose of Journalistic English and Literature II is to

1. teach the writing process using a journalistic process model. (See Element 1.)
2. correlate and integrate journalistic and rhetorical modes from a variety of classic and contemporary models. (See Elements 1, 2, 3, 5, and 7.)
3. provide an opportunity for language study and writing practice in various forms and styles. (See Elements 1, 2, 3, 5, and 7.)
4. develop essential reading, critical thinking, and analytical skills. (See Elements 5, 6, and 7.)
5. teach observation, interviewing, research, and organization for a variety of purposes and audiences. (See Elements 1, 3, 4, and 6.)
6. teach the importance and power of the written word with emphasis on journalistic ethics and responsibility. (See Elements 3, 7, and 8.)

CRITICAL COMPONENTS
Literature, Language, and Composition

Literature focuses on appreciating and understanding literature and exploring views, opinions, and purposes in writing.

Language development brings a writing style that is accurate, clear, orderly, and appropriate for the writer's purpose.

Composition focuses on interviewing, researching, reporting, and analyzing and will include narrative, descriptive, persuasive, and expository writing for specific audiences.

GOALS

The students will

1. continue to study and apply the writing process.
2. demonstrate language proficiency, proper usage, and effective style.
3. demonstrate advanced skills in writing descriptive, narrative, expository, and persuasive modes.
4. apply methods of journalistic research.
5. examine the role of literary journalism as a non-fiction tool of cultural reaction and interpretation.
6. apply journalism and English skills by organizing, designing, and producing a publication.
7. apply logical and critical thinking skills.
8. learn to plan and organize a school publication and supervise staff development.

JOURNALISTIC ENGLISH AND LITERATURE II
Grade 10, 11, or 12
PRODUCTION-LEVEL COURSE

This course of study outlines the production journalism course in compliance with the critical components. Methods and instruction can be adapted by the classroom teacher. This allows for personal teaching style, student background, school needs, and developed curriculum. Since this course may receive English credit, strict adherence to the state literature guidelines should be followed for that grade level.

Because of the time devoted to the study of literature, the number of publications produced in this course will be fewer than those produced by the traditional elective journalism course.

Students are responsible not only for producing the school publication but also for mastering the necessary components as required by the state. Students will study on a more in-depth and intensive level than in the introductory journalism course.

ELEMENT 1: WRITING PROCESS

Goal: Students will continue to study and apply the writing process.

A. Literature

1. read and evaluate models for main ideas.
2. examine and analyze the diction and style of writers.
3. examine each other's writing in a collaborative effort peer response groups).

B. Language

1. experiment with sentence structure and variety, transitional devices, and point of view.
2. employ standard English usage in appropriate situations, especially as part of the revision process.
3. analyze diction and syntax which create a shift in tone.
4. revise writing to correct individual weaknesses.

C. Composition

1. employ the process of writing: prewriting, drafting, and revising.
2. participate in activities to generate ideas.
3. create drafts and revise appropriately.
4. recognize appropriate audience and purpose.
5. develop main ideas into an effective introduction.
6. write in a consistent point of view.
7. arrange information in a logical order.
8. develop coherence through a variety of methods.

ELEMENT 2: LANGUAGE I USAGE STYLE

Goal: Students will demonstrate language proficiency, proper usage, and effective style.

The students will

A. Literature

1. read and analyze models to recognize style and usage.
2. compare and/or contrast journalistic style and usage to fiction.

B. Language

1. review the essentials of sentence structure, word order, grammar, and mechanics.
2. employ journalistic style.
3. apply proofreading and copy editing skills as applied to various models of writing.

C. Composition

1. edit and revise selections of personal and peer writing to fit journalistic style.
2. employ appropriate style and usage rules in writing.

ELEMENT 3: MODES OF WRITING

Goal: Students will demonstrate advanced skills in writing descriptive, narrative, expository, and persuasive modes.

Objectives:
The students will

A. Literature

1. study literary examples as illustrations of different types of writing.
2. identity the elements of the four writing modes. [descriptive, narrative, etc.]
3. study literary examples to recognize different methods of addressing audiences.

B. Language

1. discuss and select vocabulary appropriate to each mode of writing.
2. achieve coherence by organization, proper transition, and relevance.

C. Composition

1. transfer notes into a story for each mode.
2. write for specific audience, purpose, and occasion.
3. write advanced-level articles.

ELEMENT 4: RESEARCH

Goal: The students will apply methods of journalistic research.

Objectives:
The students will

A. Literature

1. read various sources of information.
2. analyze models which demonstrate effective use of research.

B. Language

1. develop qualities of proper research.
2. take accurate notes.
3. formulate and ask evocative questions.

C. Composition

1. summarize research.
2. use quotes.
3. provide accurate, adequate attribution.
4. express opinion supported by research.

ELEMENT 5: LITERARY JOURNALISM

Goal: Students will examine the role of literary journalism as a non-fiction tool of cultural reaction and interpretation.

Objectives:
The students will

A.Literature

1. read selections by contemporary and non-contemporary authors of journalism.
2. analyze literary content in a cultural/historical context.
3. identity theme, audience, and purpose and compare across cultures.

B. Language

1. discuss the author's background and experience.
2. analyze components of a writer's style (diction, syntax, mechanics) to determine its characteristics.
3. understand non-fiction as a vehicle for and reflection of cultural reaction and interpretation.
4. cite specific passages to indicate selection tone.

C. Composition

1. write analytical reviews which relate to the literature topics and cultural viewpoints.
2. write evaluative commentaries on significant events, noting cultural significance.

ELEMENT 6: JOURNALISTIC APPLICATION

Goal: The students will apply journalism and English skills by organizing, designing, and producing a publication.

Objectives:
The students will

A. Literature

1. examine student and professional publications.
2. read professional models.
3. read about famous journalists.
4. analyze publications to determine content balance.

B. Language

1. work in small groups to organize content.
2. develop assignment sheets to give content and graphic consistency to the publication.

C. Composition

1. use research skills to draft stories.
2. copy read and revise stories for print
3. proofread and correct stories for publication.
4. design page lay-outs and make up pages.
5. evaluate final product.

ELEMENT 7: ANALYSIS

Goal: The students will apply logical and critical thinking skills.

Objectives:
The students will

A. Literature

1. read and analyze literary models.
2. evaluate effectiveness of reading selections.
3. read other student writing.
4. read professional writing.

B. Language

1. compare and/or contrast effectiveness of various selections.
2. analyze and discuss style.
3. determine how vocabulary, syntax, and diction affect meaning.
4. analyze personal style for effectiveness.

C. Composition

1. write evocative interview questions.
2. select logical order and transition.
3. employ appropriate tone.
4. write for a specific audience.
5. synthesize an opinion and support it.

ELEMENT 8: LEADERSHIP SKILLS

Goal: The students learn to plan and organize a school publication and supervise staff development.

A. Literature

1. read and evaluate current publications for story and design ideas.
2. read articles on current trends.
3. read and critique other school publications.

B. Language

1. help peers revise and select proper word choice.
2. edit for journalistic style.
3. communicate goals and policies of the student publication.
4. conduct staff meetings.
5. share ideas with student leaders.

C. Composition

1. write executive memos, evaluations, and reports.
2. rewrite unacceptable stories.
3. research and write opinion-based articles.