JRN 200: Welcome To The Fall 2014 Class! (Interwebz Version)

Seriously, welcome. I'm glad to have you here. Let's talk about this class in greater detail.

First, a little about me. You can just call me Omar, since (as you can see from the syllabus) my last name is a mess. I've been the adviser at The State News for the past seven years, and teaching JRN 200 for the past six. Before that, I was a professional journalist for 17 years, most recently in Las Vegas, and I've covered everything from car crashes to Hurricane Katrina.

And in those 17 years I learned a lot, namely this: in journalism we learn by doing. That is, we report and write, then we review what we did well and what we could have done better, then we put those lessons in practice the next time around. Each day in those 17 years I got better, some days more than others. You don't learn journalism passively.

To that end, during this semester we will have many writing assignments called practice stories. In these assignments, we will work on a particular area of news writing (which will always be preceded by a text reading assignment and an online lecture or lecture summary) by giving you a set of facts, and then asking you to write a story based on those facts (using the techniques mentioned in our readings and lectures).

Then, we will learn from those practice stories in two ways: first, you will get a personal evaluation of your individual work, where I will go over key points, both good and bad. Second, we will look at prime examples of each others' work via the blog (with names stripped out to protect the innocent), where you will benefit two ways: first, by seeing how your peers handled the exact same assignment; and second, by the blog highlighting good techniques and common mistakes and ways to avoid such errors.

Because we do learn by doing, practice stories will be weighed relatively minimally as to your final course grade. And that's by design. We want you to have the opportunity to make mistakes without seeing a serious dent to your final grade. So if you feel you didn't do well in a few practice stories, don't fret.

What we're building up to will be out-of-class stories, which will be a big part of your final grade. But the goal is to use the practice stories to build good habits and identify and weed out bad ones, so that by the time we get to out-of-class stories you are in a position to kick ass.

With all these writing assignments, we are going to be strict in two particular ways. First, ANY factual error -- even just one misspelled name or incorrect number! -- will automatically result in an assignment grade of 1.0, no matter how well you otherwise did the work.

That's not an arbitrary thing because I'm an asshole. Rather, it's to emphasize an important point: journalism isn't about writing, it's about getting it right. We write in journalism not for personal expression, but to share information that is relevant, interesting and/or useful to your audience. And if the purpose is to share information, it must be accurate. Wrong info is hardly interesting, relevant or useful to anyone.

Also, errors can be dangerous to your career. When I was working in Vegas, my paper had a five-error-per-year rule. After the first error, you'd get a verbal reprimand. The second one got you a letter in your file. After the third, you had to outline a corrective plan of action. The fourth got you an unpaid suspension. And the fifth got you fired. And this was while I was writing over 200 stories a year! Gulp.

I'm not saying this to scare you; rather, it is to motivate you to have good fact-checking habits in place so it never gets that drastic. (I was never fired during my professional career and I'm not a genius, so I know it can be done, and done easily), and to impress upon you that truth is the cornerstone of what we do.

Odds are you're going to have a few "fatals" (as we call 'em) in your practice story. That's okay; virtually everyone who has taken my JRN 200 class has had multiple fatals, especially in the first half of the semester when everything is new and good habits are still being built. Don't be scared of 'em and don't fret; just learn how you can do a better job of fact-checking, and become aware of some common traps that lead people into fatals.

Second, we are going to enforce deadlines to the second. So, let's say an assignment is due at 9 a.m. sharp, and it's time-stamped on my email as having been received at 9 a.m. and four seconds. I will unmercifully grade that assignment as late, and late assignments automatically get a 0.0.

Again, I'm not doing that to be an ass. There's a journalistic reason for that. And that this is a deadline business in which we can NEVER miss a deadline. Ever. If you're writing a script for the 11 p.m. news, the scripts have to be in before 11 p.m., each and every time. After all, you've never flipped on the news and hard the anchor say, "Welcome to the 11 o'clock news. Just give us a minute and we'll get back to you." It's because people who blow deadlines are immediately exiled, so we have to start building a habit of never missing deadlines.

I'd rather have you learn that lesson here than during your first (or would it be, last?) job.

Okay, I know all of this can sound intimidating. And I can't promise that you won't have frustrations, especially early on. But these things I can guarantee you: first, YOU CAN DO THIS! I'm not asking you to lift a two-ton truck over your head; I'm asking you to master skills that have been mastered before. And I know you can master them because you are a student at a Big Ten school. That tells me all I need to know about whether you have the talent. You do.

But that doesn't mean that you'll come out firing on all cylinders on the first day. Starting something new is hard, even when it's something you have the talent in which to shine. I mean, the first time Michael Phelps ever went swimming, he probably needed floaties and such. It didn't mean he wouldn't eventually become the greatest swimmer of all time. It just meant that he had to learn how to bring his skills out. That's what we'll do here, too.

Second, I AM NOT ASKING YOU TO DO THIS ALONE! I'm here to help. I'll offer you tricks and techniques on how to avoid fatals and get assignments in on time and structure your stories properly and do kick-ass reporting. We're in this together, and I've shepherded plenty of people through this class before. I know we can do this.

So if you have a day that's frustrating, don't get frustrated. Don't punch a wall or drop the class. Just learn the lessons on how to do better the next time, and then do just that.

Again, that's how we learn in journalism. And that's how we'll learn this semester. Just stick with it, and I'll be there for you.

JRN 200: The Fall 2014 Syllabus

JRN 200: News Writing and Reporting 1

FALL 2014, SECTION 5, 8-9:50 A.M. TUESDAY/THURSDAY, CAS 239

Instructor: Omar Sofradzija (so-FRAD-zee-uh)

Office: State News Building, 435 E. Grand River Ave. (corner of Grand River and Division)

Office hours: 10 a.m. to 6 p.m., Mondays through Thursdays, 9 a.m. to 5 p.m. Fridays      

Email:  omars@msu.edu      

Phone: (517) 432-3009

On Facebook: facebook.com/omars81

On Twitter: @omars81

On LinkedIn: linkedin.com/in.omars81

Class blog: http://jrn200isfunblog.blogspot.com/

A NOTE: While the syllabus accurately describes the content that will be discussed and acted upon this semester, the sequence and dates are subject – and likely – to change. This is a departmental syllabus that will be tweaked to best fit the needs of this class section while adhering to class goals and grade outlines. Please carefully take note of assignments and due dates as these are announced during the course of the semester, and PLEASE READ THIS SYLLABUS CAREFULLY AND IN ITS ENTIRETY. You will be responsible for knowing the content and course structure from the time the semester begins. “I didn’t know we had to do that” will NOT be an acceptable excuse, if the subject matter is contained within this syllabus.

OUR GOALS

Journalism matters. In their greatest times of joy or need, Americans have turned to reporters for illumination and explanation. You should be proud you have chosen this path. Journalism is an honorable profession and gives you the opportunity to make a difference in the world.

Journalists are storytellers and learn to tell stories through visual images and the written word. Journalists create stories that make people want to read, watch, communicate or listen. The goal is to provide accurate information, compelling images, sound bites and quotes from the best possible sources. This is an exciting time to be a journalist because the way we report news and convey information is changing every minute.

Besides reporting, there are so many professions you can be successful in with this degree. Many possible professions include public relations, law, copyediting, producing, magazines, investigative reporting, social media, publishing, multimedia, blogging, graphic design, documentary filmmaking, travel, photography, environmental journalism, or foreign correspondence. Just to name a few….

There is a high value on individuals who:

• have critical thinking skills;
• write well;
• know what THE news is;
• can determine the audience;
• gather the most pertinent information from the most credible sources;
• convey information in a way that people want to read, hear or view it;
• perform all these tasks on deadline.

We want you to be the kind of journalists whose professional work matters because of your credibility.  Perfection is the standard that we strive for. The goal is that when your name or image is attached to a story or information – your readers or viewers know that information is the best and most accurate it can possibly be.

We’ll start with basics.  JRN 200 first focuses on reporting in text because the thinking and organization skills required by good writing are the foundation to all good communication. You will learn to assess the needs and interests of audiences for stories; to use basic reporting methods such as observation, interviewing and documentary records to do those stories.  You’ll also learn to shape print stories for online and video.  Always, you will learn to write stories accurately, concisely and clearly, in vigorous, grammatically correct English on deadline.   

OBJECTIVES

Congratulations as you begin the transition from journalism major to journalist! Think of this course as your first job in the news business. JRN 200 will help you to begin to develop professional habits and skills.   

Specific objectives include helping you to:

·      develop news judgment by recognizing essential news values;

·      gather information through observation, interviewing and documents;

·      organize information effectively;

·      write stories on deadline that are accurate, clear and in AP style;

·      produce stories for the appropriate media;

·      attribute information fully and accurately in stories;

·      use grammatically correct attribution for direct and indirect quotations;

·      revise print stories for electronic platforms and video;

·      understand legal and ethical issues in reporting;

·      incorporate appropriate diversity in stories;

·      report controversy with fairness and balance;

·      understand the journalism business and industry changes.

As in most jobs, your work ethic affects how well you master these objectives. Showing up punctually, meeting deadlines unfailingly and following instructions competently maximize your success.

REQUIRED MATERIALS

Textbooks and Readings:

•  Daily reading of news is essential.  Read at least one newspaper and online news sites a day, as directedby the instructor.

•  Reporting for the Media, 10^th ed. Bender, Davenport, Drager, and Fedler (Oxford University Press, 2012).

•  The Associated Press Stylebook and Libel Manual, 2011 or later ed. (NY: The AP).

Recommended Reading:

•  Journalism 2.0 by Briggs (http://www.kcnn.org/resources/journalism)

•  The Elements of Journalism. Rosentiel and Kovach. (NY: Three Rivers Press, 2007).

•  The Elements of Style. Strunk and White.  Current edition (also available online).

COURSE ORGANIZATION

JRN 200 will have you thinking about good news writing and reporting each day!  During class, you write stories on deadline, take quizzes, discuss journalistic issues and current events, review course readings and other assignments. Between classes, you report stories, prepare news tips and complete assigned readings.

Central to learning this course will be the class blog, located at http://jrn200isfunblog.blogspot.com/ online. Through the class blog we will get assignments and homework, discuss work, review readings and past assignments, go over strategies on reporting and writing well, and do other activities. YOU WILL NEED TO CHECK THE CLASS BLOG ON A DAILY BASIS IN ORDER TO KEEP CURRENT ON ASSIGNMENTS AND READINGS, so please make this a daily habit every weekday, Mondays through Fridays.

Much is expected in this class, but I do not expect you to do this alone. With this being an online class, communication is critical. If you have any questions or concerns, DO NOT HESITATE TO CONTACT ME by email, phone or in-person during the hours listed above. Contact information is provided above. You cannot contact me too much, so please take advantage of that offer as you feel is needed.

Feedback is also critical to this class. Almost all graded written assignments will include considerable comments from the instructor on what you did well and why, and what you can do better and how. In addition, we will review the work of individuals (with names removed) as a class, via the blog, so we can get an idea of how others are doing similar assignments, and learn from their mistakes and/or successes. PLEASE PAY CLOSE ATTENTION TO FEEDBACK VIA INSTRUCTOR’S COMMENTS AND THE BLOG, as such feedback is central to how we learn in this class. In journalism, we learn by doing, then reviewing, then learning lessons from the review, and then applying those lessons going forward.

For the vast majority of assignments, you will turn in your work via email to omars@msu.edu. Please make sure that you get that address correct – omar with an s at the end – as there is an omar@msu.edu address that’s incorrect but active. If your work is not correctly sent to omars@msu.edu, it will not be graded.

For such assignments, please write your work in a Word document, and put the following in the upper left-hand corner:

Your name (for example, Joe Schmo)

The assignment date (Sept. 1, 2014)

The assignment title, as indicated in the blog (writing exercise)

Assignment pages, numbers from the text (p. 230-31, #1-2)

Here are the types of exercises we’ll be doing over the session:

Lede and Story Exercises: These acquaint you with the professional style, structure and conventions of news writing and reporting. They are “skill building” exercises designed to prepare you for out-of-class stories by honing your ability to write under deadline and to interview sources.

Quizzes:  These focus on AP style, grammar, spelling, punctuation, quotations, accuracy, reading assignments and current events.

Out-of-Class Stories:  Four out-of-class stories culminate your learning experience in JRN 200. They integrate the writing and reporting skills you acquired earlier in the course.  Your fourth story will only count if it helps your grade. The research (interviewing, etc.) for each story takes about 10 hours.  Note, however, that interviews usually are conducted during the Monday through Friday, 9 a.m. to 5 p.m. work period of your sources.  So make sure you have enough time during this period available in your schedules.

You generate your own ideas for these stories on assigned topics, submitting and getting approval from your instructor for each story using the course news tip form--before beginning the reporting process. The best way to get ideas for stories is the read and watch as much news from as many different mediums as possible.

These out-of-class stories include localizations, public affairs, profiles or features.  The final story is a story that you choose with the permission of your professor.

The stories include at least three interviewed sources each, but the more credible sources you have, the better the grade. You may not use secondary sources from the Internet or news releases. If you believe such sources are helpful or necessary, get approval to use them from your instructor.   You also MAY NOT use anonymous sources.

Stories should be at least two pages in length (700-800 words). Stories should use AP Style – double-spaced with indented paragraphs and quotes that stand alone.

You should attach a source list where you identify by name, title and telephone number or email address…the interview sources you’ve used.

Interested in raising your grade? You may revise your out-of-class stories. To earn credit for a revision, you must do additional reporting involving additional sources or information, as suggested by your instructor and provide a new source list. The grades from the original and rewrite are averaged, although instructors may increase the grade even further if they believe the student went the extra mile to produce a much improved story, thanks to continued reporting. Deadlines for each rewrite are no later than one week after your instructor returns the original story.

Online Stories: At least two of your out-of-class stories will be revised and posted online. Online stories are 200-400 words in length and incorporate at least two hyperlinks to sources appropriate for the story. Additional “points of entry,” such as photos, videos and slideshows, are encouraged and positively impact your grade.

A print version may be submitted, but the posting and links must also be accessible on-line at an electronic address you provide or at the site your instructor specifies.

Multimedia: Two assignments are videos or audio slideshows. These stories also will be revisions of the out-of-class story assignments.  

A script is written and submitted for each story if you are doing a video stand-up; the whole video itself is no more than two minutes in length. The script and the video must follow special stylistic conventions appropriate for broadcast or Web casts. 

Job Shadows:  Within the first weeks of class, seek out a professional who is working in a journalism occupation you believe you might wish to pursue. Spend half of a day on the job with that person. Interview that professional about keys to success. (Especially what they wish they knew in college!)  You will write a 600-word report on your findings and may even present those findings in class to help other students be successful.

GRADING

Lead and Story Exercises                                                 25 percent

News Tips                                                                            10 percent

Quizzes                                                                                    5 percent

Out-of-Class Stories                                                           35 percent

Online Stories                                                                      10 percent

Multimedia Stories                                                              10 percent

Job Shadow                                                                           5 percent

 Several opportunities exist to raise grades in JRN 200:

                        Allowable out-of-class story revisions can help your grade.

                      Meet with your professor to discuss extra credit opportunities.

BUT:  grade reductions result from absences, tardiness and unprofessionalism.

WEEKLY SCHEDULE

Course material and readings build from one topic to another. Homework is due the week in which it appears.

Weeks 1-2:  Introduction to JRN 200

Journalism today; the basics; format, copy editing and AP Style; grammar and spelling; newswriting style; the language of news

            Homework: Course Syllabus; Bender: Chapters 1-4

Weeks 3-4: Audience Orientation, News Values and Story Ledes

Lede Construction and Audience Orientation; Citing News Sources: quotation and paraphrase; AP style and copy editing

Homework: Bender: Ch. 5, 8-12, 16-17

Weeks 5-7: Story Organization

            Story Organization; Body of a News Story; Specialized Stories

Homework: Bender: Ch. 15, 18-19 

Weeks 8-10:  Putting It All Together

Story organization types; Public Affairs Reporting; Advanced Reporting; First Out-of-Class Story Due

Homework:  Bender: Ch. 13-14

Weeks 11-13:  Online and Multimedia Story Telling

            Writing for Online Platforms; Video; Second Out-Of-Class Story Due

Week 14-15: Libel and Ethics

            Covering Conflict; Fairness and Balance; Advocacy and Partisanship’ Legal Issues in News Coverage; Moral and Ethical Issues in Journalism; Third Out-of-Class Story Due, Extra Credit Out-of-Class Story Due

Homework: Bender: Text Ch. 6-7

Out-of-Class Story Schedule

Deadlines for news tips and out-of-class stories may be altered by instructors depending on the semester and university holidays. 

The stories based on approved news tips will be on a date specified by your instructor.  Revisions of the print stories are also due at a day and time specified by the instructor.   Online and/or video versions of these stories are also due by deadlines specified by instructors   

Instructors may specify particular types of stories to be completed.  The 4^th optional story will only be counted if it helps improve a student’s grade. In that case, the student’s grade will be the average of the four – rather than three stories.

The story types and deadlines noted below are meant to provide examples of how the deadline scheduling may occur.  Assignments may be turned in earlier than the specified deadline but a missed deadline will result in an assignment grade of zero.

Story Type                             Tip                  Story               Revision                   

Localization                          Sept. 30         Oct. 9            Oct. 21

Public Affairs                        Oct. 14           Oct. 28           Nov. 6            

Profile or feature                  Oct. 30           Nov. 18          Nov. 25

You Pick Story                     Nov. 11           Nov. 25          Dec. 4                       

YOUR INSTRUCTOR WILL SET YOUR DEADLINES REGARDING YOUR MULTIMEDIA STORIES AND ONLINE STORIES.
SYLLABUS APPENDIX

GRADING SCALE

All work is evaluated on the 4.0 grading system. Listed below are the criteria for evaluating assignments and computing a final grade. 

Evaluation: Instructors assign a subjective grade based on the general guidelines below. Your instructor may give subjective grades between those specified (e.g., 2.75) to make finer distinctions among stories.  

4.0: Story could be published virtually as is. It shows superior command of the facts, news judgment, story organization, reporting and writing.

3.5: Story could be published with very minor revisions. Generally well-written, accurate copy containing all relevant material, but requires minor editing for maximum precision and clarity.

3.0: Better-than-average story. The story was handled well. Copy needs some rewriting and polishing before it could be published.

2.5: Story is a little above average. The story might have a significant problem with reporting, organization, completeness, etc. Certainly needs rewriting.

2.0: Average story. Not a story most readers would read unless they really needed the information. The story may have reporting, organization or writing problems.

1.5: A weak story. The story may have a buried lead; problems in news interpretation; problems in story organization; omission of some important fact or source.  The story needs substantial revision.

1.0: A non-story. The story lacks news judgment; displays major flaws in reporting and writing; omits important facts. The story needs substantial rethinking. 

0.0: Story is late or failed to receive instructor’s approval. Story is misleading or unethical. Organization or writing flaws make the story incoherent.

Fact errors: Inaccurate information, misspelling a proper name, a misquotation or an error that changes the meaning of a story automatically drops a grade to a maximum of 1.0 (e.g., President “Barack Obamma” or “Department of Transport”).        

Each error in spelling, grammar, style or punctuation will reduce the assignment grade by .25 up to a full 1.0 off for that assignment. 

Help: Students who need help with fundamental writing problems may contact the MSU Writing Center, 300 Bessey Hall (phone 432-3610).

Grading Example: Your lab instructor evaluates of your story, determining that with a little rewriting it could be published and assigns a grade of 3.0.  Further review, however, reveals an instance of subject-verb disagreement (-.25), a misspelled word (-.25) and a typo (-.25).  So the story earned a final grade of 2.25.

Extra Credit:  Your professor will offer opportunities for extra credit. Some of those opportunities may include writing extra stories or attending events on campus or in the Comm Arts building. Please meet with your professor if interested in doing approved extra credit.

COURSE POLICIES

Deadlines: Your stories must be turned in at the start of class on the date specified by your professor. They may not be emailed in. Late stories earn a 0.0 grade. Editors, online producers and news directors do not make exceptions for late stories.  Your professor serves as your first boss and editor.

Attendance.  Your enthusiastic participation in class helps you and your classmates to learn!  Conversely, absences seriously degrade that opportunity to learn.  Two absences are acceptable, but a third unexcused absence drops your final grade by .5, a fourth absence by 1.0. A fifth absence means you missed 15 hours of class–and you fail the course. If you fail the class because of absences, you will be dropped from the major. Missed assignments, quizzes or deadlines on a day you are absent earn a 0.0. 

Tardiness: Coming late to class or leaving early is unprofessional.  If you are continually disrupting class by coming late, your professor may count two tardy arrivals as an unexcused absence. 

Other: Inattention in class for any reason (e.g., a ringing cell phone, email use, web surfing, sleeping, etc.) is unprofessional.  Two such instances will equal one absence. It is really awful and unacceptable when these things happen when we have class speakers.

Etiquette: Make sure when you are communicating with faculty or sources, that you use proper etiquette in your emails or in person. Address your source by their proper title.

PLAGIARISM, CHEATING, FABRICATION AND STUDENT CONDUCT

Plagiarism is presenting another person’s work as your own. Cheating is also stealing another person’s work. Fabrication is making up a source, putting words in a source’s mouth and/or other sorts of faking.

Student Integrity:  Students who cheat, fabricate or plagiarize may fail this course.  Falsification, fabrication or plagiarism results in a 0.0 for the offending assignment as a minimum consequence. Follow the J-School Code of Ethics and Standards.

The School of Journalism also adheres to the policies on academic honesty specified in General Student Regulations 1.0, Protection of Scholarship and Grades, and in the all-University Policy on Integrity of Scholarship and Grades, which are included in current Spartan Life: Student Handbook and Resource Guide and on the MSU Web site. If you engage in academic dishonesty, IT WILL BE REPORTED.

Professionalism: Professional behavior is the invariable standard for personnel in any of the communication fields when they interact with one another or with others. 

In class, professionalism means alertness and attention to the task at hand and unfailing respectfulness in word and behavior. Such professionalism is among the core requirements for success in this class and in any communication field.

Out of class, professionalism means courteous, respectful and honest interaction with sources. Address your professors or sources by the proper title. Introduce yourself to sources as a journalism student, but emphasize that you are gathering information for stories you expect to publish. It is not professional to tell sources that their information is “just for a class.”

Disability Accommodations:  If you need or want to request an accommodation for a disability, call the Resource Center for Persons With Disabilities at  517-884-7273. You will be required to provide instruction from RCPD to your course instructor.

Dropping the Course: For information, visit the MSU Registrar’s Web.

JRN 200: That's All, Folks

Everything is in. Nothing left to do. I'll let ANGEL do the math on your base grades, and then I'll make any adjustments based on extra credit, and that's that. Your grades will be locked in, and soon you'll be finding out exactly what you got.

The only thing left for you to do (if you haven't done it already) is evaluate this class via the SARS online teacher evaluation site, to which you can link right here. The site is live until late August. Please take a few minutes to let us know how this first online version of JRN 200 went, what we should keep doing, and what could be better.

Plus, there's only one thing for me to do, and that's to thank each of you for (kinda/sorta) spending a summer with me (online, at least). I enjoyed working with each and every one of you. I really did.

Everyone comes into JRN 200 at a different starting point. Some have some journalistic experience; others don't. A few people have a natural talent; others need that talent cultivated a bit before it becomes apparent.

No matter where and how you started, I got to see improvement. Growth. Little everyday victories. Some defeats, but also renewed efforts to overcome those losses.

No matter if you did great in this class or just eked by, remember this is just one step in a larger journey: one toward the day after graduation. Between now and then you'll build on the skills you learned here. You'll improve. You'll get more comfortable doing this. Things will seem more natural as you do them (like AP style).

If journalism was easy to learn, it would be a two-week certificate class at the local community college, and not a four-year major. This is just an early step in that longer trip to your careers and independent lives.

You're on your way. If there's anything I can do to help along the way, please don't hesistate to ask. (All because our class is done doesn't mean I'm not willing to help!)

Good luck to everyone in the coming semester, and one last time, thank you.

Job Shadows: Last Round

Here's the last round of job shadow reports I've received.  Take a look and see what you can learn from everyone's visits. There's a lot of good stuff here to help you decide what you want to do with your lives; what you need to be doing to get there; and what to expect when you do get there.

Please give each one of these a quick read, will you?

***** 

I decided to do my job shadow with Adam Tabor, a morning news editor for WWMT – the Kalamazoo, Mich. CBS affiliate. 

                  Tabor graduated from Western Michigan University this past spring and majored in film video and media studies. 

                  For Tabor, his day starts bright and early at 2 a.m.  He goes into the station and first takes a look at the news stories that WWMT will cover during their morning segment, and looks for the appropriate videos.  Some of these videos are shot by WWMT’s own cameramen, while other clips come from national news outlets, such as CNN. 

Each video is given a code, similar to a barcode, which is searchable in an online directory.  After locating the video clip, Tabor downloads said video, and converts it into the proper file-type, making it possible for WWMT to use in their broadcast. 

After this, Tabor must edit the videos to be sent to the studio and then used for the broadcast.  To do this, Tabor must first wait for the producers of the morning news to send him the script that the anchors will read for the story.  Within the script, the producers will leave instructions for Tabor to incorporate certain bits of the original video into their morning news broadcast. 

For instance, on the morning that I was there, WWMT was covering a news story about grandparents who had playfully placed duct tape around the mouth of their grandchild and posted pictures they thought were funny onto Facebook.  The script called for Tabor to edit together a 40 second video clip.  However, there was a script to follow – he could not have simply put together any 40 second video he pleased. 

For example, the script called for a clip showing one of the pictures of duct tape around the infant’s mouth just as the grandmother made a statement explaining the decision.  In the original video – taken from CNN I believe – the grandmother was shown talking to an interviewer, and the picture was shown after.  So, Tabor had to manipulate the video and cut bits and place them on top of each other to accomplish the goal of the picture of the baby showing while the grandmother spoke, rather than afterward. 

Another story that WWMT was going to cover was titled, “Nazi Sandwich” and was about a woman who received a sandwich from McDonald’s that had a Swastika buttered into the top bun.  The original video began with shots of the McDonald’s, and transitioned to an interview with the customer in her car, before showing the bun.  For this story, Tabor used only the shots of the McDonald’s exterior and the bun with the Swastika. 

After editing together all of the videos for the morning news broadcast, Tabor sends them up to the studio to be reviewed by the producers and later finalized for the morning news. 

This was a pretty rewarding experience for me.  Honestly, I had never even thought of a news editor.  I was ignorant to the fact that the position even existed – which, in retrospect, is pretty foolish and borderline oblivious.  Before I went in and sat down with Tabor, I did not like working with videos at all.  I was not comfortable with editing together video clips or piecing together bits for a news broadcast.  However, after spending a (very) early morning with Tabor, I realized that there is not much to it.  The program Tabor used did not look too difficult, and the videos appeared to be edited rather simply.  One of the aspects I liked best is that Tabor worked with a small group and only answered to a few people. 

*****

My day at The Holland Sentinel was truly a day to remember! I got up early and traveled with my mom and aunt to Holland Michigan. I arrived on time to the building and was greeted by the first floor desk attendant who told me I could go upstairs to meet Sarah Leach. Sarah Leach, the editor at The Holland Sentinel, was very excited for me to be there. She had assigned me to shadow the day of a reporter that had been there the longest and could answer all my questions. Her name was Andrea Goodell.

             Ms. Goodell’s official position and title is Staff Writer, and explained to me her job and it’s functions. The beat she works is political reporting. We sat and talked about what the life of a typical reporter is like, the make-up of a newspaper and what goes on at the Sentinel. I really enjoyed learning this aspect because I was indecisive about what interest or field of journalism I wanted to pursue, whether it is newspaper or broadcast journalism. Ms. Goodell cleared up the differences, by answering all the questions I had since she had worked in both fields.  She then introduced me to everyone in the newsroom.

            I met so many friendly reporters with great advice and stories, I even met a Spartan alumni who had just recently graduated. One reporter stood out to me because she gave me some really great advice and stories that made you want to be a reporter she also told me the serious cold truth.  Her name was Peg McNichol. She told me about her best and most heartbreaking stories. After listening to her I felt like it took a very special person to tell these stories and inform the world about it. I decided at that moment I truly wanted to be that person. After meeting everyone I attended their office meeting where everyone told the editor about ideas and stories they were working on. It reminded me of news-tips we do for class, except that it was verbal.

            Afterwards I asked if I could do something hands on. I wanted to see the career I had chosen face to face. So Ms. Goodell asked if I could shadow Ms. McNichol for the rest of the afternoon. I got to see a reporter do photography and interviews. We went to a place where they were giving out dinners to less fortunate people. It was great, I learned so much! The people were all so friendly, I got offered food and everyone asked me about my job shadow, goals and future plans.

            Ms.McNichol and I talked for hours I really valued all her help, she reinforced the information I learned in class, such as how important spelling names correctly is and getting things right so that you can be creditable. “ It doesn’t matter who’s first,” said Peg McNichol. She also showed and taught me that as a reporter you must always identify yourself on a scene and arrive early. Lastly, she explained how important networking and making good connections are. I’m very happy she gave me her email to keep in touch because she was very inspiring.

            Afterwards, she brought me back to the Sentinel and they were having a potluck and we all ate a nice lunch. My mom came in soon after, and I introduced her to everyone, as I said my goodbyes and thanked Ms. Sarah Leach for my wonderful experience.

            My experience at The Holland Sentinel taught me a lot and it helps me in deciding which type of journalism I want to focus on most. One thing I won’t forget is that being a good writer is very important, no matter what field you go into.  After this experience it has encourage me to better my skills and learn everything I can. Thank you, for the experience and I hope I can go on more job shadows to see where I fit best.

*****

I was able to shadow Kristi Love, a radio host for WFMK, on Friday, July 18. Love hosts the midday show on WFMK.

I arrived at the radio station during Love’s show on Friday afternoon. She walked out of a small room and shook my hand. She showed me to a seat in her office, which consisted of many computer screens and a microphone.

Love informed me that she was currently on-air, but did little talking. She explained that she often spoke in between songs for short periods of time. Love said that radio has changed a lot since she started at WFMK 11 years ago. In the past, radio hosts were busy changing tapes between songs, today however, everything is computerized.

Love said that technology has changed what it means to be a radio host. Instead of changing tapes, Love records commercials and writes blog posts for the radio station. She said both tasks keep her busy throughout the week.

Love explained several factors that have contributed to her success.

First, Love said she believed all individuals should be aware. Love explained that this meant being aware of current events that are vital to one’s career and professional development. One way Love stays aware is by reading Entertainment Weekly, in order to better understand pop culture. She said it helps her feel more confident when talking about news on-air.

Second, Love said no matter what career path one might choose, everyone should know how to read. Love said her love of reading is what sparked her interest in radio at a young age. She read aloud and created her own commercials. Love said if she had not had a interest in reading, she would not have been able to be successful in her career.

Third, Love said it is vital that all individuals become familiar with the technology used in the their chosen career paths. Love said that the evolution of radio has forced her to learn how to use new equipment in order to become more productive and efficient.

After Love described her keys to success, she recorded a commercial for Verizon Wireless. Love recorded her voice while she read off of a piece of paper and then edited the audio on her computer. Love cut out pieces of the recording she did not feel satisfied with and recorded them again.

Love said her ability to read well and with prosody is due to her upbringing. Love’s mother, an early childhood educator, frequently read to her as a child. Love said that her mother was a great storyteller; she read with excitement in her voice. Love said her mother’s love of storytelling prompted her to read aloud as well.

Love and I discussed the importance of literacy, especially in early childhood. Love said that her grandchildren enjoy reading with her because she makes characters come to life. She hopes to foster a love for reading in her grandchildren as they grow up in order to become successful in adulthood.

Love said, “I firmly believe that if you can read well, you can be successful in anything you choose.”

Love stopped her conversation with me, popped on her headphones, and turned to the microphone. She picked up a piece of paper and held it in front of her. The music ended and she began speaking into the microphone. Love credited the last two songs that were played and then read the weather.

Love explained that soon her show would end and another radio host would begin. Love said her favorite part of the job was the ability to learn from others in her work environment.

“You never stop learning,” Love said.

Love explained that her biggest current struggle has been learning how to blog on the show’s website. Love said that blogging is outside of her comfort zone, but it forces her to keep in touch with the world around her.

“It all goes back to being aware and not letting yourself become out of touch with reality,” Love said.

*****

            On July 21^st I got the opportunity to job shadow Audrey Dahlgren of WLNS sports. Audrey was a gracious host at the offices of WLNS on the border of Lansing and East Lansing. 

            Upon arriving Audrey took me into the offices and showed me how to save tapes on the computer from a shoot she had done earlier that day.  Audrey had visited the Lansing United practice and had to save all the footage so that they could make a clip for the 6 pm newscast.

            After saving the videos Audrey and I arranged to take a photographer with us to interview a fourteen year-old golfer who had recently committed to play at Michigan State upon gradating from high school.

            Audrey, the photographer and I all travelled to Hawk Hollow, a local golfing range, to interview Zach Rosendale. Zach may only be fourteen, but he is already committed to play golf at Michigan State when he graduates high school.

            The interview took approximately and hour. Audrey interviewed Zach and then took footage of him putting and driving.

            Upon return to the station Audrey logged the film and took me upstairs to sit in on the newscast that was just beginning.

            Thus, I got to sit in the studio while the newscast went on.

            Once the cast was done, I left.

All in all it was a very rewarding experience. I was able to see the ins and outs of sports journalism and had very constrictive conversation with Audrey.

 *****

On Wednesday, August 6, 2014, I was given the lucky opportunity to do a job shadow with the Metro Times. Throughout a four hour period, I followed Michael Jackman, a managing editor at the Metro Times Magazine, to see and get an inside view of the duties of an entertainment journalist.

The Metro Times main headquarters is located on Woodward Ave. in Ferndale, MI. From the outside, the buildings look like a small typical office, but upon going inside you find the office is actually very high-tech and very aesthetically impressive. Similar to what I said to Jackman, the office looks like a mixture between a movie scene in “I, Robot” and the newspaper office Peter Parker worked in, in the movie “Spiderman”.

            After walking into the office and checking in with the secretary at 11:00 a.m., I waited in the reception area for about 40 minutes until Jackman came to meet me. Once meeting me, he apologized for his delayed response time – telling that he was doing a recording session for the radio, which came up at the last minute. He immediately took me to his two-person cubicle, which he shared with his co-worker and assistant editor, Lee. Adjacent to his cubicle, and in front of the desk I was sitting, was an intern from University of Chicago named Emma.

            After he introduced me to Emma and Lee, Jackman began describing what exactly his job entails. He told me that since he is more of a local entertainment and food review journalist, an area he has been working in for 10 years, his job requires a lot of “ground work”. He only reviews small venues or lesser-known small food chains so it makes his job somewhat difficult when trying to find new places to review. He gets his “tips” and recommendations for places to review from word-of-mouth of his friends, family, other free-lancers in the office or co-workers, people who call in, or just places he happens to stumble upon.

            The day that I visited him was a day where everyone in the office more so focuses on editing their stories so they can get ready to be published. Because of this, I mainly just sat at the cubicle throughout most of my job shadow while I watched him answer inquiries’, emails, and look for people to interview on a story he was planning on doing about an old apartment building he used to live in. I was lucky enough to see him conduct an over the phone interview with the owner of the apartment complex, Allen Schaergs.

            Periodically throughout the job shadow he would turn away from his computer and ask how I was doing and what kind journalism I was looking to go into. I told him that journalism is kind of my fallback option just in case my plan of becoming an actress and a singer doesn’t work out. I told him that I more so wanted to focus on the Hollywood entertainment journalism rather than local entertainment and I also wanted to go into Broadcast Journalism – so essentially I want to be working for a place such as TMZ or E! News. He seemed rather impressed when I told him and jokingly said, “Well you better make sure you get a good pair of shoes!” He then asked me if I have been doing anything to build up my journalism portfolio. I quickly responded telling him that other than a few freelance WWE topic articles on the website Bleacher Report, and working for IMPACT 89FM Radio at Michigan State University, nothing else.

            He told me that I was doing pretty good so far getting my foot in the door, especially since I’m only a sophomore in college. He told me a lot of advice and tips about becoming a successful journalist saying to always remain optimistic about this career field – even when times seem to be low. He also gave a few tips on how to write successful journalistic story such as never start an article with the words “it” or “there”, a quote, unless its interesting, or talking about the weather – something I can unhappily say I’ve been pretty guilty of doing lately.

            However, other than the advice and the periodic small talk we would have, the job shadow, for the most part, was pretty quiet and a little boring. I definitely enjoyed my time at the Metro Times because it gave me a first-hand look on what magazine and internet journalists have to do in order to publicly post up an article or a story, however, the job shadow definitely confirmed that I would rather be a journalist who is able to get in front of the camera rather than behind it.

*****

After searching for the right candidate to follow around on a job shadow there was so many options. However, there was one that really stuck out that I really wanted to learn from. Chris Solari accepted my request to see what he does on an every day basis. Solari is a journalist at the Lansing State Journal and focuses on sports reporting. One of his main assignments is to cover the Michigan State University athletics.

            Since he covers my hockey team I have got to know him well over the past few years. He even has written a story about former MSU hockey player, Troy Ferguson, who performed my surgery on my sports hernia and used me as a source to the story. This seemed like the perfect opportunity to learn from someone I know and trust is a great journalist.

            To start the job shadow we met at Grand River Coffee. There we just casually talked about journalism in general. Talking about the positives and negatives of the current styles and technologies impact on writing. He loves the fact that news can get to the general population so fast now with the use of social media. Yet he does not like how the professionalism of journalism is slacking. Now people can write something and post it as soon as it is finished within minutes. When previously journalist took time to perfect the story and publish it in the papers the next day.

            Solari also spoke about what it takes to be a journalist. Many long hours and late nights of reporting and continuously reviewing your story until it is perfect is the non-glorious side. However, he made sure not to discourage me as he said there is awesome perks of being a journalist. To prove this he did a phone interview right in front of me with a local high school baseball coach since he had to cover playoffs. Solari has got the chance to meet many coaches and athletes from all over. I think that would be an awesome opportunity.

            We were going to go to his office at the central location for the Lansing State Journal but decided not to because he could show me what he does by just going out in the area. Watching the football team’s summer practices with no pads just to see who was practicing that day and who wasn’t. Getting that type of information by simple observation was key, he said. He made sure to get the point across that as a journalist you always have to keep an observation on what you are reporting, and maybe what you are not reporting about. You never know when a story can open up right in front of your eyes, he said.

            He was working on a small project at the time I met with him. It was about injuries in athletics and after showing me the work he had done so far I was quite impressed. Just with basic information it looked like it was going to be quite the spread in the paper.

            To end the job shadow he showed me how journalists have to become more visual and more well rounded as an employee. Simply just writing is not going to get the job done anymore, he said. After snapping a few photos he went back through his library and showed me his Rose Bowl photographs he took.

            He told me about how his boss told him to go out there and get the story. Yet he had to capture all his own images and videos. This task would not be so bad in the local area where he is known and can gain access to good spots to shoot. However, at one of the larger college events it had to be daunting. His images were awesome and it showed me what I have to become to be a successful journalist.

            This job shadow really gave me the insight on my future. I want to write about sports and Solari gave me plenty of tips. He will be someone I refer to frequently in the future. 

*****