WRDS 498 Special Topics in Writing Studies

WRDS 498 Special Topics in Writing Studies gives upper-level students the chance to explore innovative, emerging, or timely areas of research and practice in the field of Writing Studies.

General course description

While the topic of WRDS 498 will vary year-by-year, course topics will focus on issues, conversations, approaches, or skills that are on the forefront of work in the field, or that are being reimagined or revisited by experts in the field in light of current events.

WRDS 498 may also feature unique learning experiences that allow students to engage with the course topic in unconventional ways (e.g., community engaged learning; service learning; practicums) — reflecting and leveraging the course instructor’s special areas of pedagogical expertise and innovation.

All versions of WRDS 498 will involve engaging with writing and communication research and practice at an advanced level, including the analysis, critique, production, or transformation of a variety of situated writing and communication issues, practices, and texts, in a variety of modes and genres. Students can apply up to 6 credits of WRDS 498 toward their Minor in Writing and Communication.

Prerequisites

3 credits from any one of these courses:

1. Arts One
2. APSC 176
3. ASTU 100
4. ASTU 101
5. CAP 100
6. CAP 101
7. CHEM 300
8. COMM 196
9. ENGL 100
10. FRST 150
11. LFS 150
12. SCIE 113
13. SCIE 300
14. WRDS 150
15. WRDS 350

Interested in the Minor in Writing and Communication?

Declare your interest and reach out to an Advisor.

Novel Directions in Media Innovation and Funding by Mary Lynn Young, Alfred Hermida, and Camila Castaneda

JRNL 425 Journalism and Social Change Movements

Course overview

This course is divided into 3 sections of 2-4 weeks each. The material is a mix of practical and theoretical issues that are important for students to know. Most of the readings for this course focus on events from 2010 onward. However, the course will also offer historical and multi-media perspectives on journalism’s response to social change when discussing various theories and case studies.

We will also look at and hear from journalists, activists, and organizations to help us get real life perspectives about class content and case studies. Estimated number of weekly hours students should dedicate to this class (preparation activities + class activities + working on assignments): 8-10 hours. You are expected to complete required readings or other material in advance of class meetings and come to class prepared to discuss the readings.

Course Structure

Section 1 - Theoretical Perspectives & Journalism in Practice: This section of the course aims to help students learn the foundational theories, concepts and terminologies needed for the course. During week 4, we will dive into technological advancements in new media and journalism, specifically dating to the advent of Twitter and explore how the presence of new media technology in journalism influenced the craft and its role in society. (Weeks 1-4)
Section 2 - Case studies and Examples: We will look at case studies involving social movements that have led to social change and employ a news media perspective to explore the role of journalism in covering social movements. We will examine topics such as technology and social change, news coverage of Indigenous led movements in Canada, and reporting on gender equality movements, global democracy movements and their coverage, etc. (Weeks 6-10)
Section 3 - Practice & Projects: We will combine the theoretical understandings from the first section and the lessons from the second section to put into practice some of the class’s main theoretical and conceptual frameworks by focusing on final projects. (Weeks 11 & 12)

Learning Outcomes

Upon completion of this course, students will be able to:

Analyze social change through a news media perspective taking account of media systems, news framing, positionality of journalists and other important aspects related to news media and reporting on social change.
Evaluate the role journalism plays in shaping, instigating, or undermining social movements while considering social, political, and cultural implications in different political and media systems.
Analyze the role news media play in the context of social change using specific case studies and focused analysis
Critically assess news coverage of social movements using theoretical concepts and practical lessons discussed in class.

JRNL 420 Decoding Social Media

Course description

Social media have become key components of the digital media environment by offering people opportunities to produce, share, and interpret content, as well as to interact with one another. Journalists are among those who have taken advantage of such opportunities, expanding journalism beyond traditional media outlets and designated news websites. This course focuses on what journalists and other users do on social media. We will learn concepts and issues related to social media and will gain practice with social media storytelling.

After learning what constitutes social media and how they have developed, we will identify and explain shifting norms and practices of journalism, user engagement with the news, and disinformation and misinformation in the digital media environment. The course will also offer insight into politics and social media, social movements and protests, and dark sides of social media, such as harassment. On the practical side, we will learn how to craft posts for different platforms and how to engage with users. We will also create videos for social platforms. The course allows you to pursue your interests and to develop knowledge and skills that will help you navigate the challenges and opportunities of the evolving digital landscape.

Course Structure

The course sessions will consist of lectures, class discussions, and group discussions/assignments. Class discussions will be based on the lectures, as well as on questions and examples you submit (see under Assignments). In addition, you and your peers will be divided into groups and be given group assignments in class.

For example, in a session on shifting norms and practices of journalism, groups may be asked to identify and assess different expression styles that news organizations use in their social media posts. Groups will share with the class highlights of what they have done. Resources will be available online or assigned by the instructor.

Learning Outcomes

Upon successful completion of this course, you will be able to:

Identify and understand key norms, procedures, and processes concerning the production, distribution, and usage of news-related messages on social media
Identify and understand impacts and implications of social media on journalism and society
Apply social media tools and practices in storytelling and engagement with users
Analyze and critique activity of journalists or other actors (e.g., politicians or activists) on social media
Recognize the importance of cultural or national context in understanding the use of digital platforms

JRNL 325 Fundamentals of Community Reporting

Course overview

Journalists do more than report news or relay the world around them; they shape our perceptions of it and influence how we as readers and viewers think about current events and each other. Nowhere is this influence more prominent or potentially more powerful or damaging than in how journalists report from and write about communities with which they have little in common or ones that have been marginalized for social or political reasons.

This course introduces students to best practices in deep reporting on under-represented communities while also acting as a self-contained introduction to feature writing and long-form narrative. It combines the practicalities and ethics of socially responsible journalism with the craft of writing more nuanced and complex stories.

Learning Activities

The classroom experience in this course is a dynamic one with active learning placed front and centre. You’ll learn as much from doing as you will from listening to me and participating in the class.Weekly readings will be analyzed in this course through a number of ways: groups discussions, online discussions and short individual reflection papers.

Learning Outcomes

By the end of this course, you should be able to:

Develop strategies for reporting from and writing about a range of communities and cultures
Adopt best practices in reporting on under-represented communities into your writing
Incorporate some tenets of trauma-informed reporting
Develop, pitch, report, research, write and self-edit a midsize (1500 to 2000 words) feature story
Take your reporting into deeper, more nuanced character-based, magazine-style storytelling
Gain some grounding in the art of creative nonfiction and long-form reporting in general

JRNL 320 Multimedia Journalism

Course overview

This course is designed to help students develop the knowledge and skills to tell multimedia stories. It combines principles of multimedia storytelling with hands-on journalistic methods in information gathering, fact-checking, and ethical decision making. This course will first explore essential shifts and changes in media technology, media organizations, and online journalism ethics. It will then focus on the practice and principles of multimedia storytelling, including writing and editing for digital media, editing images, and creating factual audio and video content.

This class will help you develop proper techniques to develop meaningful stories about issues that interest you. This class will also help you apply the media literacy and critical thinking skills you have learned in your other classes to create responsible digital content. During the semester, you will develop several multimedia projects such as blogs, explainer videos, multimedia websites, etc.

Learning Outcomes

Upon completion of this course, students will be able to:

Apply the principles of multimedia journalism to a variety of media
Effectively use of various media technologies for journalism through developing multimedia journalism projects
Identify and explain ethical and legal considerations in the practice of multimedia journalism;
Demonstrate elements of professional practice in journalism such as communicating accurately and meeting deadlines;
Plan, research, and create multimedia stories using the media technologies appropriate for the audience and message

JRNL 201 Introduction to News Audiences

Course overview

Journalism seeks to reach people and offer them information and commentary about issues of social importance. The people whom journalists reach or intend to reach can be called a news audience. The media environment includes diverse news audiences that can passively consume content or be actively involved in news processes – for example, by producing, distributing, or interpreting news-related content. This course focuses on news audiences and their relationships with journalists. We will learn how audiences have evolved, how journalists perceive and pursue audiences, how journalists’ conduct has been criticized, and what content and news sources audiences prefer. In addition, we will talk about audience engagement, including reception-oriented and production-oriented approaches. The course will also address different forms of audience engagement, as well as dark sides of engagement. Learning these issues and approaches will allow a better understanding of the media environment.

Course Structure

We will meet once a week. Our sessions will consist of lectures, class discussions, and group discussions/assignments. Class discussions will be based on the lectures, as well as on questions and examples you submit. Prior to five class sessions, you will submit a discussion question and an example, which are related to the week’s readings. Selected questions and examples will be presented and discussed in class. At the beginning of the term, you will be asked to select the class sessions for which you will submit questions and examples. In addition, you and your peers will be divided into groups and be given group assignments in class. For example, in a class session on journalism and audience engagement, groups may be asked to discuss how journalists can further engage with audiences. In a class session on dark sides of engagement, groups may be asked to propose ways to address online incivility. Groups will share with the class highlights of what they have done. Resources will be available online or assigned by the instructor.

Learning Outcomes

At the successful completion of the course, students will be able to:

Describe and explain what audiences are, how they have evolved in the media environment, and what news sources and news-related content they prefer (LO1)
Identify and explain the connection between how journalists perceive and pursue their audiences (LO2)
Explain and critically assess different approaches to audience engagement, various forms of audience engagement, and dark sides of such engagement (LO3)
Analyze patterns of actual audience engagement with news professionals or news-related content (LO4)

JRNL 200 Journalism Here & Now

Course overview

JRNL 200 Journalism Here & Now is a second year course that offers an experiential learning opportunity and invites students to consider the dynamic, changing, sometimes problematic practice of journalism. This course will explore theoretical understandings of journalism and offer an experience with the technologies and trends that are changing it. This course will provide opportunities to create works of journalism, experiment within journalistic genres and provide frameworks for critical analysis of journalism. The activities in this course will be built around news of the day and will provide students with an opportunity to engage in journalism production and factual storytelling.

We will work with mobile tools (audio, text, graphics, photos and video) to explore how technologies (online, mobile, social, digital, etc.) shape the way news is researched, reported, produced, and shared. We will consider traditional news values and methods, and introduce concepts around emerging expectations (transparency, solutions, reciprocity, community engagement) – all the while exploring the key ethical considerations of truth, independence, accountability, and minimizing harm. Students will produce works of journalism from blogs and vlogs to audio podcasts to photo essays and written stories. We will also consider the needs, behaviours and expectations of audiences with an eye towards understanding public interest journalism.

This course is designed for students who are interested in journalism, media, and storytelling.

The course combines critical thinking and editorial concepts with practical applications of digital storytelling and journalism practice. It will introduce critical issues in journalism and will encourage students to intervene with methods and skills building. By the end of term, students will understand basic journalistic storytelling techniques, the ways in which various media is made, the role of journalism and the methods and practices used by journalists. It will also provide opportunities for students to discover the ways in which industry, citizens, and audiences interact with journalism and media. We will invite a series of prominent media (journalism) professionals (legacy, alternative, experimental media) into our classroom, each will discuss and debate current issues in journalism.

Our approach will be interactive, discursive and creative as it combines practice and theory.

The goal is to encourage students to creatively engage with journalism using digital tools, reading materials and a variety of journalistic examples. There will be in-class discussions, collaborative exercises, guest lectures and opportunities to innovate and interact. Students will create collaboratively and independently throughout the term. There will also be weekly editorial feedback on student productions.

Course Structure

We will meet twice weekly. Day One we will review a key concept and critique specific works of journalism. Students will have completed readings in advance and be guided by preparatory questions. The concept will be introduced and explored in order to prepare students for the experiential learning (practice) Day Two we will provide students with instruction on journalistic production and decision making. Students will experience the creation of journalism from concept (story idea) to research (fact-finding, story development) to gathering media (audio, video, photos, notes) to production (digital tools/editing) to distribution (sharing via social media and other platforms). Our intention is to foster curiosity about media/journalism, and support students to develop basic proficiency in storytelling and journalism. We will use current examples from journalistic publications and explanatory pieces from journalism text books (to be determined).

The teaching team will collaborate on lesson planning and in class discussions, and will work together to provide editorial support and feedback, as students learn to critique and create works of journalism.

Students are expected to complete all required pre-class work prior to each lecture so that lectures can focus on application and advancement of the lessons learned in the pre-class work. Pre-class work will include readings and mandatory assignments in Canvas, or emailed to the students.

Bi-weekly assignments focus on the pre-class work and lectures of each two week period. Submission requirements will be posted on Canvas.

Students will work in groups to apply their learnings to case studies and group projects. There will be opportunities to engage the TA and get extra help.

Resources are available online or assigned by the instructor.

Learning Outcomes

At the successful completion of the course, students will be able to:

LO1: Classify news, journalism and “media”
LO2: Demonstrate and critique key journalistic concepts and methods
LO3: Analyze the current roles of journalists, news organizations and relationships with news audiences
LO4: Demonstrate knowledge about the changing roles and practices of journalism
LO5: Compare and contrast power dynamics in journalism (subject/journalist, journalist/publication, audience/journalist)
LO6: Create digital journalism using text, audio, video and social storytelling methods

Our assignments are designed to allow students an opportunity to work through projects, while considering and incorporating key concepts to create thoughtful work.

From language to algorithm: trans and non-binary identities in research on facial and gender recognition by Katja Thieme, Mary Ann S. Saunders, and Laila Ferreira