Professional English for Media Studies, Third YearSyllabus: Second Semester, 2018

Composed January 25, 2018Required Course

English for Media Studies (432018), Two Academic Hours, Two CreditsPrerequisites: Advanced Academic English or Exemption Course Coordinator and Lecturer: Yehuda Weinraub, Ph.D.Lecturer: Mr. Gil HoffmanTeaching Assistant: Mr. Andrew B. Rolnick Office Hours: Lecturers and Assistants will maintain weekly office hours.

Aim To perfect students' professional English language skills to enable them to

function effectively as media professionals in Israel and, in particular, to develop active language skills for practical use in media professions, with special attention to Advertising and Integrated Marketing Communications (IMC), the Digital Media, Journalism, Public Affairs/Relations.

Objectives To perfect the aural/oral skills necessary to function as media professionals in

Israel, in particular, the abilities:o To succeed in a job interview for an international media outlet or

high-tech firm, or in an interview for acceptance to a graduate degree program at a foreign university,

o To conduct interviews in English (for the purpose of learning methodologies of media professionals, for writing English and Hebrew-language articles and promotional materials),

o To make an oral presentation on a professional matter in the student's area of specialization (such as the presentation of a Media or Digital Media Plan, Marketing Plan, Advertising or IMC Campaign, Communications Brief),

o To discuss and analyze case studies orally, (for the purposes of deriving insights into the ethics, strategies and techniques of IMC/PR campaigns, media management and journalism). to utilize English-language press briefings, newscasts and other broadcasts for professional ends (e.g. obtaining information or writing releases and articles)

To develop written expository ability so as to be able:o To communicate in writing with colleagues on a professional matter

(e.g. requesting professional information, presenting a research proposal or requesting an interview with a foreign personality),

o To compose a letter of application for a position in an international media outlet or for being accepted to an advanced degree program in a foreign university and to compose a CV (students will all complete

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the course with a personalized job application letter and model CV which they will be able to adapt for their future needs),

o To write a corporate press release, or simple news item (so as to better appreciate the devices employed by journalists, public affairs and public relations experts)

o To know and be able to use the proper formats and English technical terms for an Advertising or Integrated Marketing Communications plan, a PR Plan, Media Plan and Creative Brief in English, and copy for print advertisements or for the Digital Media.

o To be able to compose a Social Media (Facebook) blog promoting a corporate initiative or exposing a subject in your field of expertise,

To review and drill reading strategies for academic research articles in the student's area of specialization (based on articles in third year seminars and courses).

To learn via a first-hand encounter with a practitioner in Media, Marketing IMC or Public Diplomacy/Relations, his modus operandi and methodologies.

Secondary Objectives: o To develop sensitivity to the different levels of the English language

employed by various sources and in different genres of communications (news, commentary, popular media, advertising, etc.).

o To hone professional judgment as an editor and media specialist.o To develop the students’ confidence in their abilities to use English for

professional or academic purposes.

Methodology Classroom discussions based on case studies, in the fields of, marketing and

IMC, Public Affairs/Relations and Journalism (using international and Israeli sources), and in-class exercises in developing marketing materials, ads, news and feature items.

Practical experience in writing advertising/IMC and media plans, promotional material, professional correspondence and CVs news and feature articles (based on interviews, simulated and actual press conferences and source work), Social Media blogs.

Study of the techniques employed in conducting different forms of interviews, for PR and journalistic purposes, and acquisition of practical experience in conducting interviews and being interviewed.

Readings from university-level textbooks and academic articles devoted to the theory and practice of Marketing and Marketing Communications (MARCOM), Advertising, Public Diplomacy, Public Relations, the Digital Media, and Journalism.

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In-class analyses of the style used in corporate releases as well as different news and feature articles in the print, broadcast and digital media (with particular attention to writing the lead, and developing and concluding the item), and drill in using such news sources in the composition of releases and articles.

Homework assignments . Making an oral presentation on a professional subject within the student's area

of specialization in the discipline of Media Studies (e.g. Marketing, Advertising and IMC, Publicity and Persuasion; Journalism, Digital Media, and Pitching a Film, a report project conducted in conjunction with the Ministry of Foreign Affairs' Digital or Public Diplomacy efforts )

Periodic consultations with lecturers and assistants.

Description of the Course and TopicsA thorough comprehension of the English language is an indispensable tool for students of Media and for their future careers as media professionals. The course is an advanced required academic course using English as a platform to perfect skills necessary for students to function as academics and media professionals in Israel. Students will read from professional materials related to their future careers as media or marketing communication specialists, advertising and academics, journalists and other media professionals: Notably, students will read from English-language university textbooks on Advertising and Integrated Marketing Communications, Public Relations, and journalism. They will drill, in class, some of the IMC-related skills, and conduct job and journalistic interviews, and analyze relevant corporate press releases, illustrative articles from digital and print news media, research and position papers on current issues, and advertisements and IMC.

Hands-on projects will include conducting an interview in English with a practitioner in the student's area of media specialization or foreign personality (for learning their agenda and modus operandi) and writing it up as a feature article; preparing for and covering live or televised press conferences, in-class exercises and role-play in interviewing and giving media interviews; writing a press release (or simple news item), copywriting for print, electronic and digital advertisements, composing professional letters, composing a blog that promotes a subject of interest writing a personal CV and application letter for a job or for acceptance into an advanced degree program at a foreign university, and making an oral presentation on a professional subject in the individual student's area of expertise (e.g. a media plan an advertising, information, marketing or PR campaign; a digital marketing plan, a sales pitch for a film, a case study on a media issue). Electronic and digital media will be analyzed in class for form, content and for journalistic technique and ability to convey corporate messages. Every student will leave the course with a good working CV and basic application letter that he may use in his current job search, or update and adapt for future use.

The course will be organized around two sets of skills: basic skills common to all specialties (e.g. Integrated Communications; correspondence for a variety of

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professional purposes, Interviewing for different purposes, basic journalistic style press release writing and the structure of campaigns) and more specialized skills in Advertising, Corporate Communications (IMC), Public Diplomacy, Public Relations and Film, the Digital Media and Journalism,. These advanced skills will be honed through a professional presentation made by the students in one of these domains of specialization, and by the selection of a final exam option based on the actual reading list of a third year course in the student's area of media specialization. Efforts will be made to invite students to an actual press conference or to incorporate a guest lecture by top media professionals on requisite skills.

A Typical lesson will contain:Viewing, reading and discussing an item from the electronic and print media, or other specialized news sources such as the wires, Websites, and social media, for form, content and significance; study of the theory and practice of different media-related skills; case studies of advertising or marketing communication campaigns and media products for deducing strategies and techniques; role-play, in-class simulations and other practical exercises for the purposes of drilling techniques learned; discussions of homework or readings.RequirementsStudents will be required to take part in classroom discussions, do all readings, submit written assignments and make a short but effective professional oral presentation in their field of media specialization. Notably, they will be required to submit two written assignments: 1. to compose a formal letter requesting a job-interview (or acceptance to a graduate school) and an accompanying CV (See Annex for details.); and 2. to conduct a an interview with a practitioner in the student's area of media specialization for the purposes of learning about his agenda and write it up as a feature article. In addition the students will do a third, oral group assignment: to make a professional oral presentation in their area of media specialization (e.g. a Marketing, an advertising or IMC plan, a communications brief, a digital media plan, pitching a film, an a project conducted in conjunction with the Ministry of Foreign Affairs Digital or Public diplomacy efforts, etc. -- see Annex for details). All students will sit for a final examination . Students should meet with the lecturer at least once during the semester (from weeks 3 to 8), and at least twice with the assistant, for consultation and guidance. It is recommended that students who experience difficulty consult with the assistant or lecturer during the preparation of their assignments and projects.

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GradingThe final examination (analysis of an academic article in the students' chosen area of specialization and writing a short press release for a corporation or government agency based on "reporters' notes" and two short questions on aspects of the course) will amount to 40%; a CV and application letter, an 'Interview and Article' project and an oral presentation on a specialized professional matter will each amount to 20%, of the students' grade. Students will have the opportunity of earning 3 global bonus points (up to 3% of their final grade) for outstanding class participation, and 2 such bonus points for volunteering to participate in a simulated job interview. Two students will be accepted on a first come first serve basis. Likewise students may raise their first assignment (the CV and Cover Letter assignment) grade, as mentioned below and described in Annex 2) by correcting the errors and re-submitting it. The total number of global bonus points may not exceed 5%.

Point Distribution for the various course assignments will be as follows:Final Examination (v. Annex 1) 40%

Homework 1: Professional Letter [10%] and CV [10%] (v. Annex 2) Session 4 20%

Homework 2: Interview and Article Write-up Project: (v. Annex 2) Session 8 20%

Oral Presentation Project (Media/ Advertisement Plan, etc. in students’ field of specialization v. Annex 3): Second half of Sessions 10 –Session 13 20%

Policy

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Students will be required to take part in classroom discussions, do all readings, submit written assignments and sit for a final examination. Passing the final examination is a requirement for passing the course. While according to the policy of the School of Media Studies attendance is not obligatory, regular attendance is a valuable learning experience and the synergies emanating from the active participation of a sizeable nucleus of students creates a singular learning environment and enhances comprehension. Moreover there is a positive correlation between attendance, active participation and higher grades. It is therefore expected that students will attend lectures.

All written assignments should be fist printed out and then submitted via the Moodle as a single file on time!! They should be spell and grammar-checked prior to submission and should contain a cover sheet . It is the student’s responsibility to keep track of the submission dates of assignments, to verify that the files that he /she uploaded were indeed received by the Moodle system , and to read the Teaching Assistant’s comments on the assignment. If for any reason a paper has not been graded within a reasonable time-frame (e.g. two weeks) students should bring this to the attention of the assistant immediatey! Points will be deducted for incorrect spelling and for errors in grammar. To avoid mix-ups, the ‘file name’ should include the student's name and the assignment number. The first slide of the group presentation slides must bear the names of all the participants. Prior to beginning work on an assignment the student should read and understand the requirements of the assignment [as outlined in the detailed description of the assignment found in the appropriate annex to this syllabus]and not base his understanding of the requirements on the basis of hearsay. Students should keep a hard-copy and an electronic copy of their completed assignement for their reference.

Each assignment is to be done individually (except for the oral presentation assignment which will be done in groups). All assignments will be original work, done especially for this course. (with the exception of the oral presentation assignment which may be an English adaptation of an assignment done in a Hebrew-language course on campaigns). There will be zero tolerance for any breach of honor. Journalistic assignments should conform to the usage of the AP Stylebook (copies of which may be found in the School Library as well as online). Students should retain a hard copy and digital copies of their homework for classroom discussion and backup.

Students desiring to receive explanations regarding comments on an assignment they have submitted or to appeal the grade they have received, must first meet with the assistant after having read and understood his comments. Only in cases when the assistant was unable to give a satisfactory explanation to the student, may the student take up the matter with the lecturer. Lecturers will not review a student’s paper unless the student has first consulted with the assistant.

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It is the student’s responsibility to know what was covered in each lesson and to know what is required for each assignment. Students must consult the portal frequently and keep up with posted materials and announcements, do the readings for each session, and review lesson, plans, and summaries. It is assumed that the students will have assimilated these materials and will be responsible (on their assignments and on exams) for knowing the concepts and techniques found in them. It is the students’ responsibility to make up material missed due to absences. A limited number of bonus points to the course grade may be awarded for outstanding participation and doing a simulated job or university acceptance interview(see above under "Grading").

An on-line reader (the "Source Book") in PDF format containing essential pages from reading assignments will be posted on the class portal. However students will be expected to supplement this with readings from hard copies of the books in the library and with downloads of supplementary materials from the portal.

Curriculum Session 1 Introduction: Course Objectives. The Integrated Communication Concept 1. Presentation of course objectives and requirements.2. Introduction to the Integration of Media Communication (the Integrated Marketing Communication [IMC] Approach), the New Media in Journalism and Commerce. The Creative Brief and its translation into brand communication 3. The new Media Environment: its challenges and opportunities to marketing and changes to traditional media. a. The integration of traditional and non-traditional media to re-enforce messages b. Illustration using DVD items and print articles and ads.

In-class Exercise: a. Students will view and comment on a case study of an Integrated Marketing Campaign, analyzing the Objectives, Big Idea, Messages and Media used (e.g. the Frontier Airlines Campaign or another illustrative campaign).

b. Students will view a televised news or feature item (s), or peruse a print article or press release. They will determine how to use the facts presented in these items to develop stories or promotional materials in for different media.

Homework Assignment: Students will submit the First Homework Assignment (Composing a job application/university acceptance letter and accompanying CV) by Lesson 4. (See Annex Two. Note: Lessons 2 and 3 will teach you how to write a CV and job/university acceptance letter)

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Required Reading: At this stage the student should skim these pages, which may be found in the online textbook, to get an overview and a general idea of the major concepts. These subjects will be developed in greater detail in subsequent lessons:*Moriarty, Sandra, Nancy Mitchell and William Wells (2015) Advertising and IMC: Principles and Practice. Global Edition 10thth edition (Harlow, Essex: Pearson Education, Ltd.) pp. 52-56: How is the Practice of Advertising Changing? pp.56-59. Blurring Lines and Converging Media, Accountability. 81-85, Integrated Marketing Communication pp.71-72, 81-85: Organizing for IMC Total Brand Communication, Brand communication in a time of Change; 242-243: The Communication Brief 365-376. How is the Media Environment Changing? The New Consumer: Media Use patterns. New and Alternative forms of Contact, 438-442: How is Internet Marcom evolving? 502: Publicity: The Communication Brief. Op.cit. 10th edition: 394-428: Owned, Interactive and Earned Media.

References:John Belam (2010). "Journalism in the digital Age: Trends, Tools Technologies." Blog on Guardian- hosted Panel at University of Edinburgh's International Science Festival Inside Guardian guardian .Co. Uk . Retrieved July 2, 2010http://www.theguardian.com/help/insideguardian/2010/apr/14/journalism-trends-tools-technologies/print*Andrew Boyd. Broadcast Journalism: Techniques of Radio and TV News. 3rd edition. (Oxford: Focal Press, 1994), pp.3-11; 17-25.* John Herbert. (2000). Journalism in the Digital Age (Oxford: Focal Press) pp.ix-xiv.1-21, 59-73.*Terrence A. Shimp (2007). Integrated Marketing Communication in Advertising and Promotion. 7th edition (Mason, OH:Thomson Southwestern), pp. 15-16 [Changes in the Marketing Communications Process].

Session 2How to land a Job: Writing a CV, and an Application-letter; and Professional Correspondence for Media-related Subjects.How to write an English-language CV; how to build a LinkedIn profile; how to write a general business letter for media-related purposes: a letter requesting consideration for employment in a media outlet, a letter requesting admission to a graduate program in a foreign university, a request for a journalistic interview, a letter requesting information from a colleague or academic, a letter requesting an appointment to pitch a film. Adaptation of a professional letter for e-mail...

Analysis of several model letters and CVs: (e.g. paradigms for requesting an interview, requesting information from colleagues or sources, requesting a job, and model for a CV)

References: [Reader] and Class Portal.

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First Homework AssignmentThe first written homework assignment: Writing a professional letter and CV (10% each) Due Session 4 (See the Annex Two of the Syllabus and appropriate Portal folder for a full description of the assignment and the Portal links for exact date of submission.). Students will write a letter requesting admission to a graduate program of a foreign university of their choice, or requesting to be considered for an actual position in the students' field of expertise or interest. The letter will include an appended CV written to serve the aims of the request. (See Annex Two for Description). In addition to honing skills this assignment is intended to enable the students to have a model of a personalized CV and application letter which they may adapt for their future professional use. Both documents must be completed and submitted together in order to receive credit for the assignment.Students may construct a LinkedIn profile based on their CV. (See Annex Two of the Syllabus and descriptions in the Lesson).

Session 3Interviewing and being interviewed: for finding a Job, for Graduate-school Admission, for Journalism, and for Public Diplomacy: Theory and Practice.

1. The Job interview and grad school admissions interview: Strategies for success, Analyses of televised job interviews.

2. Hands-on Exercises:a. Evaluate your strengths and weaknesses. What strengths differentiate you

from possible competitors? What messages about yourself would you give in a job interview? Use strong verbs.

b. Find an actual job or academic institution. What questions do you anticipate an interviewer would ask you? Think of answers that would maximize your strengths? (Note; this exercise will be useful also in crafting the letter and CV for submission as a homework assignment)

3. How to prepare for a journalistic interview: Deciding on the angle; determining what questions should be asked.

a. Different types of interviews and techniques to be used for each of the following types: Hard news, informative, investigative, adversarial, interpretative, vox pop (‘man in the street’), personal, emotional, telephone interview, email, grabbed.

4. Conducting the Interview: listening techniques. Illustration via analysis of TV interviews.

5. Hands-on Exercises:a. Students will analyze interviews in main news stories of the day in two

different networks. Alternately they will analyze two recorded TV interviews carried out

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by leading journalists, Determining what type they are, and the techniques used by Interviewer and Interviewee (spokesperson).

b. Hands-on Classroom Exercises in pairs (for all students): Students will interview each other. The aim of this exercise is to develop 'listening' ability. Students will learn about their partner's history, and life experiences (professional, educational, military social), and determine one or more angles around which they could develop their partner's story into an interesting feature article. They will then explain to the class about their interviewee.

Note: In anticipation of Assignment Two: Interview and Write-up Assignment, due Session 8 (See Annex Two of Syllabus or appropriate Portal folder for details.), students should already locate a practitioner in the actual media field to which they aspire. Preference should be given to a professional who deals with foreign target audience. Alternatively they may locate a foreign student, visitor, resident or immigrant and make an appointment to interview him. (The article itself is to be written in the WSJ formula, which will be explained in the course units devoted to writing.)

Required Reading on Interviewing:Boyd, Op. cit. pp.79-107Herbert, Op. cit. 244-267Carole Rich (2000) Writing and Reporting News: A Coaching Method (Belmont, CA: Wadsworth) pp. 114-134. [References on Interviewing Skills].

References:Sally Adams and Wynford Hicks. (2001) Interviewing for Journalists. (London: Routledge, 2001), pp. 32-57 [Interviewing Techniques]; 84-89 [Telephone Interviewing].Chris Frost (2002) Reporting for Journalists. (London: Routledge), pp 97-113 [Interviewing], 123-127 [The Broadcast Interview].

Extra-Credit Assignment: Two pairs of students will prepare for, and role-play, an interviewer– interviewee. They will base their interviews on the CV and cover letter that they will have submitted for Lesson 4. See Activities Sheet Activities 5-7. Due Session 4.

Session 4Analysis of Interviews; Hands-on Practice in Interviewing and being interviewed; Presenting your Message as a Job

Interviewee and as Spokesperson: Media Training .1 .Analysis of different types of print and televised interviews, for content, style and

technique.2 .Hands-on Exercises:

In-class Exercise and Demonstration by students: Simulated Job Interviews.*

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Exercises and Activities 5-7 (“Interviewer and Interviewee Role Playing”) from Activity Sheet: Two volunteers will undergo a simulated 'job interview' for extra credit, using the letter and CV that they had prepared for Assignment as a basis.

3. Workshop on presenting your message using Video.4. In-class Exercise: Role Playing: Media Interview* Students will role–play interviewer and interviewee, simulating an interview with a political figure or celebrity, after having researched the subject's position on a controversial issue. They will determine the goals of the interviewer's media outlet, the media goals of the interviewee(s), prepare questions for the interviewer to support the goals of the interview and prepare sound bites to support the messages the interviewee wishes to present in support of his/her own media goals.

*Subject to agreement of the students involved, an effort will be made to video-tape the interview for in-class critiquing. Reminder: Second Homework Assignment Due Session 8Students will interview a media professional in their specialty and write his story up as a short feature article appending to it a list of at least ten asked questions and three insights learned (See Annex Two). If you haven't done so yet, locate your subject and make an appointment to interview him now!

References: Andrew Boyd, Broadcast Journalism: Techniques of Radio and TV News. 3rd ed. (Oxford: Focal Press, 1994) pp.79-107.Herbert, Op. cit. 244-267Sally Adams and Wynford Hicks, Interviewing for Journalists. (London: Routledge, 2001), pp. 32-57; 84-89Carole Rich, Writing and Reporting News: A coaching Method. 3rd ed. (Belmont, CA: Wadsworth: 2000), pp. 114-119; 123-134Chris Frost, Op cit. pp.96-113, 123-127

Sessions 5 & 6Essential Writing for Marketing Communication, Advertising and Public Relations, Public Diplomacy and Journalism: A Key Skill: Writing a Corporate Press Release and Writing news and feature piece. Comparison Video News Release Broadcast Journalism; Writing Copy for the Web; Blogging.

Session 5: Basic Corporate Writing and the Inverted Pyramid Format1. Writing Corporate Press Releases and Basic Writing Techniques for Journalism: Hard news and feature: writing leads body and conclusion. Basic style for print

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journalism, with special emphasis on the Inverted Pyramid (which is of importance for press releases), and the Wall Street Journal Formula formats (a common feature format).The structure and basic formats will be derived by analyzing recent Print, TV and Web items. Students will view a TV anchor Item in the Inverted Pyramid format, and compare it to a print piece in that format (e.g. Syrian attack on the Eastern provinces or another Hard-news item,) and discuss use of this format on the Web. 2. The use of the Inverted Pyramid format in writing press releases (for Spokespersons and for PR specialists), and its use on the Web. 3. Theory (based on Fox and Boyd):The structures of news articles. The angle/s. Writing leads: structure, types, order, verbs, hard and soft leads.Different body structures: Inverted Pyramid, “Wall Street Journal formula,” List, Hourglass. Non-linear Digital formats, The Conclusion.4. Covering speeches and press conferences, and how to write them up as press releases or news items (inverted Pyramid or series of inverted Pyramids) will be illustrated by sample projections of TV coverage of a UN council or economic forum meeting.

5. Hands-on Exercise: An in-class exercise, in which students will drill writing leads for projected situations (e.g. preparing a press release based on a brief, covering landmark speeches in their context or hard 'breaking' news).

Required Reading and ReferencesSee the sources listed below under Session 6.

Session 6: The Feature Format (AKA 'Wall Street Journal Formula'), Alternate, and non-Linear formats using the Web.1.Students will read and comment on two articles written in a feature format (the "Wall Street Journal Formula") and derive the structure from these. They will review the technique of Interviewing, by deducing the numerous questions needed to evoke the quotations and background found in articles. Students will view projection of a TV item in this format (e.g. Gen. Honoré during Hurricane Katrina, or profiles of first responders in Hurricane Irma). 2. The structures of additional formats (Hourglass, Chronological format, etc.) will be demonstrated by projections of TV Items if time permits. Note: It is recommended that, if they have not done so yet, students should complete their interview for their second assignment which is to be submitted by Session 8 (See Annex Two).

3. Review of Theory (In anticipation of Assignment Two):

Some mechanics of writing, from the AP Stylebook.

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4. Language and Style: Differences between print, radio and TV items. The Language of Broadcast Journalism; The language of Print Journalism and Broadcast Writing in brief. Radio Copy, TV Copy

5. Writing for the Web. Web journalism: Analysis of Web news coverage as compared to that of print journalism. Writing for the Web: Non-linear formats and rich media formats.: Illustrated Examples.6. Hands-on Exercise: Students will analyze a breaking news item or future media event and determine how to cover it in a non-linear format, using the advantages of rich media which the web provides.6. Optional: Digital Journalism and writing entries and for Wikipedia in anticipation of a Digital diplomacy project to be conducted with the Ministry of Foreign affairs and Wikimedia Required Reading For Sessions 5 and 6:Walter Fox, Writing the News: A Guide for Print Journalists, 2nd ed. (Ames: Iowa State University Press 1977), pp.15-30 (Writing the Lead); George A Hough 3rd. News Writing. (Boston: Houghton Mifflin), pp. 45-63; 79-97; 115-135; 157—179.

Andrew Boyd, Broadcast Journalism: Techniques of Radio and TV News. 3rd ed. (Oxford: Focal Press, 1994), pp.40-51; 52-53; 65-77.Rich, Op. cit., pp. 199-214 (Story Structures) 268-273(Writing for Broadcasting)

*Moriarty, Sandra, Nancy Mitchell and William Wells (2012) Advertising and IMC: Principles and Practice. Global Edition 10th edition 270-273, 280-287, 273- 294; Writing News Releases and pitch letters: 489-490 [OR 9th edition (Harlow, Essex: Pearson Education, Ltd.). 291: How to write effective copy. 502-504: Publicity and Writing Press Releases. How different is Copywriting for the Internet? 507-509 Online Communication, Web Challenges, 'Engaging word of Mouth through online influencers.' The Bottom Line]. Carole Rich, "Nonlinear Structure for the Web," in Carole Rich, Writing and Reporting News: A Coaching Method, (Belmont, CA: Wadsorth, 2000), pp. 214-215.

Brian Caroll (2010) Writing for Digital Media (New York and London: Routledge) pp. 31-44 [Readability, Scanability, Headlines, Links, What would Google think?, Tools, Technology, The Media is the Message] 93 [Moving through the Inverted Pyramid], 153-165 [How to write Blogs, Ethics, The Top 10 Steps to Better Blogging]

References:Walter Fox, Op cit.pp.31-45 (Developing the Story); 81--97 (The Speech Story and special stories).

John Herbert., Journalism in the Digital Age (Oxford: Focal Press, 2000) pp.106-144, 148-181.

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Norm Goldstein, ed., The Associated Press Stylebook 2004 and Briefing on Media Law. New York: The Associated Press, 2004.Transcripts of speeches from USIA or US Embassy websites, recorded speeches and press conferences.Selected landmark addresses (e.g. of Lincoln, Churchill, Kennedy, Martin Luther King, De Gaulle, which will be posted on the portal)

George A Hough 3rd. News Writing (Boston: Houghton Mifflin of language) pp.251-301Rich, 268-273; Fox, 81-82-------Note: It is recommended that if they have not done so yet students complete their interview of a corporate communications practitioner or person of Anglo-Saxon origin or a foreign culture for their second assignment which is to be submitted by Session 8 (See Syllabus Annex Two or Portal Assignment Two Folder for complete description).

Session 7How to make an Oral Presentation in the Media Professions; Corporate Strategic Planning; Formats for an IMC Campaign: Marketing plan, Owned, Paid and Earned Media, The Advertising Campaign, Presenting a Corporate Creative Brief, The Creative Strategy Media Strategy for promotion of a product, use of IMC in Public Diplomacy Campaigns; Policy of a Government agency; Digital Diplomacy Campaigns (in conjunction with the Ministry of Foreign Affairs). An Analysis of a Media Case Study. An Introduction of the subject is presented at this time so as to enable students to prepare for their presentations, which will take place during the last three sessions. For a Description of the Presentation Project (See Syllabus: Annex Three or Description in the Assignment Description Folder).

1. Brief Review of the Essentials of making an Oral Presentation for professional purposes (In preparation for a professional presentation project in the students' areas of specialization to be made during the last 3-4 class sessions).

2. Class lecture and demonstration (the object being to teach the students how to make a simple but effective presentation for a specific professional purpose). Purposes of Communication; Major Aspects. Different types of Speeches; The Introduction. Body and Conclusion. Visual Aides. Tips for good speaking: Voice, Diction Dynamics, Movement Audience contact.

Hands-on Exercises:

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3. Media Training. A short voluntary on-camera exercise on how to present your message simply). Exercise in front of a video camera.

4. Students will view and critique projected sample oral presentations in the marketing field (e.g. Regina Lewis, "Dunkin Donuts as an Iconographic Brand," Bill Weintraub, "On Marketing")

5. Sample formats for Professional Presentations. 6. Analyses of Presentation Slides

Presentation Assignment: Students will choose a presentation topic related to their area of specialization. Students will make group presentations on a professional media subject (see Annex Two to the Syllabus and appropriate Assignment folder on the Portal full description) during Sessions 10 (second half) till Session 13 (beginning).

Required Reading:Reader: Guidelines on Making Oral Presentations; Presentation Assignment Sheet (Annex Three)

Moriarty, Nancy Mitchell, William Wells, Op. cit. (2012) 9thedition Chapt. 7 Strategic Planning: 218-227,241: [Consumer Insight], 242-244 [the Communication Brief], Planning for IMC,] Chapt. 11 Nontraditional Media pp.369-371.Chapt. 14 Media Plan,452-455; Strategies, When to use various media 458-460 A Sample Media Plan 468-471. [Cf. 8th edition 2009: pp.238-243, 260-261, 348-355, 374-385 for corresponding material]. Op cit. 10th edition Account Planning, Consumer Insight, Creative Brief, Looking Ahead: 228-231; The Media Plan Key Strategic concepts 346-348.

Broom. Glen N. and Bey-Ling Sha (2013) Cutlip and Center’s Effective Public Relations. 11th ed. International Edition Contributions by Sunanda Sheshadrinathan. Boston, Prentice London: Pearson. 287-310: Planning and Programming.Scott M. Cutlip, Allen H. Center, Glen N. Broom (1985) Effective Public Relations, 6th ed. Englewood Cliffs, N.J: Prentice Hall, 199-202, 235-238.

Creating your Social Media Plan Handout (to be posted on Portal)EE and the Media Gazette: http://www4.uwsp.edu/cnr/neeap/Media/media_strategy_planning.htm#1[Retrieved Sept. 9, 2015]

Sample Media PlanMarketing People. (2009) Sample Media plan: Media Plan for Fast Fitnesshttp://aboutmarketingpeople.blogspot.co.il/2009/05/sample-media-plan-media-plan-for-fast.html[Composed May 15, 2009 Retrieved Sept. 9, 2015]

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Supplementary References:Bettinghaus, Erwin P. Persuasive Communication. San Francisco: Rhinehart, 1973.pp123-166Marvin Karlins and Herbert I. Abelson, Persuasion: How Opinions and Attitudes are Changed (New York: Springer) pp.5-38 [How to present Ideas], 84-105 [The Audience as Individuals] 107-132 [The Persuader]

Sessions 8 and 9 Integrated Market Communication, Advertising and PR

Session 8:Structure of Campaigns: The Use of Web 2.0 and the Social Media in campaigns.The Structure of the Marketing/Information Campaigns and where the Media Professions fit in. Illustrative Case Studies. Strategic Thinking and Campaign Planning.

Corporate Business/Institutional/ Plan /Marketing Plan (Strategy Tactics)/ Integrated Market Communication Plan or Institutional Information Plan Marketing Strategy and Tactics) The corporate brief, the Media Plan

.Case Studies: Two of the following will be discussed in sessions 8 and 9: McDonalds "I'm Amazing Campaign (Moriaty, Mitchell and Wells 10th Edition (pp. 559-560; 585) Kodak, Yahoo, i-phone launch (Moriarty, Mitchell and Wells, Op. cit. 8th edition pp. 237-238, 265, 569, 633-637). "Match CR-V to your Lifestyle (Moriarty Mitchell and Wells 9th

edition pp. 573-575, 600) Pepsi Cola and Coca Cola diet drink campaigns, follow-up Campaign by Frontier Airlines.

Hands-On Exercise:Class Exercise in Strategic Thinking: Brainstorming for strategic concepts.Students will be divided in two groups and be asked in 15 minutes to devise a creative strategy, Big Idea and three messages for a Green issue or social problem (e.g. How to get Israelis to reduce wastage in energy. How to bring the periphery dwellers or foreign workers to public cognition and association)

Reminder: Students will submit their Interview-based article (and a list of ten questions they used) by midnight on the day Session 8 is held.See the Moodle link for the exact deadline date.

Required Reading Moriarty, Mitchell and Wells, Op cit.; 10th edition, pp. 569--587; Optional: Op cit., 10th edition Direct Response Brand Communication: pp. 500-517;IMC Planning International IMC Campaigns 360ºCommunication: pp. 564-583.[OR Op cit., 9th edition pp. 218—224, 242-244, 360-362, 365-36, 376, 401-407, 469- 471.]

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References:Lee Odden (2010) "Social Media Strategy: A Definitive Guide." Outspokenmedia.com http://outspokenmedia.com/services/social-media/[Posted April 26. 2010. Retrieved September 9, 2015]

Lee Odden (2012) http://pages2.marketo.com/rs/marketob2/images/Definitive-Guide-to-Social-Marketing.pdf [Retrieved, September 9, 2015]

EE and the Media Gazette. (September 9, 2015) Media Strategy Planning http://www4.uwsp.edu/cnr/neeap/Media/media_strategy_planning.htm#1[Retrieved, September 9, 2015]

Session 9:Advertising How ads work: The Facets Model; Creativity; the Advertising Campaign; Creative Planning; Writing the Creative Brief Moriarty, Mitchell and Wells, Op. cit, 10th edition 129-146, 230-231,241-245 [OR 9th edition pp.127, 134-135 255,257-259. 401-407. 434-440]Creative Strategies and Contexts: Message Strategies planning Moriarty, Mitchell and Wells, Op. cit. 10th edition 263-266,Creative Big Ideas Creative Tips: Moriarty, Mitchell and Wells, Op. cit.10th edition 256-263, [OR Op cit. 9th edition, 272-274].How to Write Copy Moriarty, Mitchell and Wells, Op. cit. 10th edition 274-276; [ OR 9th

edition 291- 295]Traditional Media, the Internet and nontraditional Media in Advertising: Paid and Earned MediaMoriarty, Mitchell and Wells, Op. cit 10th edition 369-370, 376, 402-416When to use Various MediaMoriarty, Mitchell and Wells, Op. cit 382-387, 440-455 [in particular: tables on 448-451, Or op cit. 9th edition p.460 See on-line textbook and Moodle post]Hands-on Exercise In-Class Exercise:Students will analyze print and TV ads and derive the audience and messages carried. Note: Three articles from a required or elective third-year course will be posted on the portal at this time. Students will select and prepare one for the final examination (See Annex One for a description of the final examination)

Required Reading

References:

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Jim Sterne (1999) World Wide Web Marketing. Pp. 2-10 [Integrating the Web into your marketing Strategy], 46-53. [Using the Web for Marketing] 330-335 [Publishing on the World Wide on the World Wide Web [Sample proposal for Publishing on the World Wide Web]

Session 10 Review of Academic Reading Techniques in Anticipation of Final Exam OptionsA rapid review of the structure of the Academic Research Article and reading techniques will be conducted using the academic articles selected as options for the final exam as bases for demonstrating structures. A description of the final exam will be given to assist students in their preparation. This review is intended to give orientation and guidance. But in no way is it meant to serve as a "cram session." Students must prepare and make a personal synthesis of one of three academic articles (selected from the bibliographies of third-year courses or seminars). From among the options students will be encouraged to select an article which relates to their media sub-specialty. Thus it is hoped that their preparation for this part of the fin al exam will also be useful to them in preparing for one of their Hebrew-language academic courses. Alternate Topics How to Pitch a FilmCase Study and Class demonstrations. You hold the rights to a story. You want to "pitch" the idea of a film based on the story to potential backers/Investors. Topics to be covered: The idea of the film; Making a synopsis of it (plot, characters, its unique features, interest to the intended target audience); Preparing a brief that will outline the main reasons for "going" with the film; How to make the listeners get the "feel" for the film, though they have not yet seen it. At the discretion of the course coordinator, this unit might be fitted into one of the presentation days or may be presented in a special session by a guest lecturer.

Alternate: Public Relations Planning: Guest Lecturer. A Director of Corporate Communications at an International High-Tech Firm or Government Agency may give an expose of the methodology he employs. At the discretion of the course coordinator this expose may take place in one of the previous sessions devoted to the area of his expertise.

Case Study: Jet Blue's Blues or another illustrative caseRequired Reading:

Moriarty, Mitchell and Wells. Op cit., What is Public Relations? 488-490; 496-505: [Public Relations Planning, Research and SWOT analysis, Objectives and Strategies. The Big Eye; Public Relations Tools, Publicity Practical Tips How to write Pitch letters] Online Communication [507] The Bottom Line: Why Measure PR [509-510].Case Study [p.577]

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References:*Broom, Glen M. (2013) Cutlip and Center's Effective Public Relations 11th edition. Engleton Cliffs NJ: Prentice Hall; (2013 11/E Pearson) Chapts.11-15. Corporate Pitch sheets and Model PR plans posted on the Portal Beginning of Oral PresentationsThe Oral Presentation: Students will make a five-minute presentation on a professional subject of their choosing:During Sessions 10-13: Students will make a five-minute presentation on a professional Communications-related subject, in their area of expertise or specialization. The presentations may be conducted in group of three-five students. However each student must speak for five minutes.Reference materials may be found under Session 7. Students must read the exact description of the Oral Presentation Assignment in the appropriate syllabus annex and in the Assignment Description folder on the Moodle prior to undertaking the assignment.

One member of each group will submit the PowerPoint Slides and no later than the morning of the date of their presentation.

Session 12 Presentations

Session 13PresentationsIntegration and Conclusion

Note: The program may be subject to change at the discretion of the lecturer.

EquipmentDVD/player overhead projector; computer and screen access during classes.Video Camera, Monitor and Technician for hands-on interviews (Lessons 4 and 5). BibliographyA reader in PDF format (the "Source Book") will be posted on the course portal. This reader will contain articles, source materials and pages from leading university textbooks on: how to research an article, conduct a journalistic interview and write it up in various news and feature formats; plan media, marketing and advertising strategies, conduct IMC and PR campaigns; make an effective presentation on a professional subject, write media-related articles and a CV. It is recommended that students have access to a good,

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current English-English collegiate dictionary. Reading assignments for each lesson appear in the syllabus. The general reading list is appended here:

Bibliography: English for Media Studies Third Year Reading ListThe following articles textbook chapters and reference materials will be useful to the student and many will be contained in the Reader (See reading assignment breakdowns for each lesson)

Required

*Boyd, Andrew (1994) Broadcast Journalism: Techniques of Radio and TV News. 3rdedition. (Oxford: Focal Press, 1994), pp.3-11; 17-25, 79-107

*Fox, Walter (1977) Writing the News: A Guide for Print Journalists, 2nd ed. (Ames: Iowa State University Press 1977), pp.15-30, 31-45;

Caroll, Brian (2010) Writing for Digital Media (New York and London: Routledge) pp. 31-44, 93, 153-165.

*Moriarty, Sandra, Nancy Mitchell and William Wells (2015) Advertising and IMC: Principles and Practice. Global Edition 10th edition Global Edition, (Harlow, Essex: Pearson) 56-59. 71-72, 81-85,208-223, 242-256, 270-- 294, 365-376. 394-428, 438-442, 489-490, 498-517, *564-583.

[OR 9th edition (Harlow, Essex: Pearson Education, Ltd.) pp. 54-56., 81-85, 125-126, 134-135,153,218-224, 242-246, 255-259, 272-274,360-376, 401-507, 417-418, 434-440, 443. 468-469;470-475, 488-490; 496-505 496-499, 502-507, 509-510, 573-574, 600. ]*Rich, Carole (2000) Writing and Reporting News: A coaching Method, (Belmont, CA: Wadsorth, 2000), pp. 199-215, 268-273.

*Shimp, Terrence A. (2007). Integrated Marketing Communication in Advertising and Promotion. 7th edition (Mason, OH: Thomson Southwestern), pp. 15-16 [Changes in the Marketing Communications Process].

RecommendedAdams, Sally and Wynford Hicks. (2001) Interviewing for Journalists. (London: Routledge, 2001), pp. 32-57; 84-89

*Bettinghaus, Erwin P. (1973) Persuasive Communication. San Francisco: Rhinehart, pp. 123-166

*Broom, Glen M. (2013) Cutlip and Center's Effective Public Relations 11th edition. Engleton Cliffs NJ: Prentice Hall; (2013 11/E Pearson) Chapts.11-15.

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* Cutlip, Scott M., Allen H. Center, Glen M. Broom (1985) Effective Public Relations, 6th

Ed. Englewood Cliffs, N.J: Prentice Hall, 199-204, 233-238.Fox, Op cit, pp. 81-92.

* Herbert, John (2000). Journalism in the Digital Age (Oxford: Focal Press) pp.ix-xiv.1-21, 59-73.

Hough, George A. 3rd. News Writing (Boston: Houghton Mifflin of language) pp.251-301

*Marvin Karlins and Herbert I. Abelson, Persuasion: How Opinions and Attitudes are Changed (New York: Springer) pp.5-38 [How to present Ideas], 84-105 [The Audience as Individuals] 107-132 [The Persuader]

*Moriarty, Mitchell and Wells (2009) Advertising: Principles and Practice, 8th ed. Upper Saddle New Jersey: Prentice-Pearson, pp.578-580, 602. 10th edition (2015)

*Sterne, Jim (1999) World Wide Web Marketing. 2nd Edition. New York: Wiley. pp. 2-10 [Integrating the Web into your Marketing Strategy], 46-53. [Using the Web for Marketing] 330-335 [Publishing on the World Wide on the World Wide Web: Sample proposal for Publishing on the World Wide Web]

*= May be found in the Central Library

OnlineJohn Belam (2010) "Journalism in the digital Age, Trends, Tools Technologies." Blog on Guardian- hosted Panel at University of Edinburgh's International Science Festival Inside Guardian guardian.co.uk . Retrieved September 9, 2015http://www.theguardian.com/help/insideguardian/2010/apr/14/journalism-trends-tools-technologies/print

Marketing People. (2009) Sample Media plan: Media Plan for Fast Fitnesshttp://aboutmarketingpeople.blogspot.co.il/2009/05/sample-media-plan-media-plan-for-fast.html

[Composed May 15, 2009, Downloaded September 9, 2011]

Selected Media Articles (for exercise analysis): To be assigned

Selected Speeches (for exercise analysis): To be assigned. Models for Professional Letters on Media-Related ThemesAnd CVs

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Numerous paradigms appear in the reader references to online sources will be posted on the Portal

Useful Web Sites A list of useful Web sites for Media Studies sources is appended in the ReaderCase Studies (to be utilized by instructors where deemed relevant)Case Study: The Facebook Conundrum. The New Haven Independent and the Annie Le Murder. Knight Case Studies CSJ-10-0030.0Case Study: Jet Blue's Blues Moriarty, Mitchell and Wells. Op cit. 8th edition p. 577Case Study: Positioning Kodak in the Digital Age. Moriarty, Mitchell and Wells., Op cit. 8th edition pp. 237-238, 263.Case Study: Egyptian Communication Campaign for Water Conservation. Moriarty, Mitchell and Wells, Op cit. 9th edition, pp. 125-126, 153.Case Study: Think Snow-Think CR-V Moriarty, Mitchell and Wells. Op cit. 8th edition, pp. 579-580, 602Case Study: CRV-Follow-up: Match CR-V to your Lifestyle, Moriarty, Mitchell and Wells, Op cit. 9th edition, pp.572-574, 600.Case Study: Virtual Army Now. Moriarty, Mitchell and Wells, Op cit. 9th edition, pp. 417-418Case Study: Discussion. Working in the News Desk. Choices to be made Knight Case Studies: A Life on the Line: The Christian Science Monitor and Jill Carroll CSJ-08-0012.0© Yehuda Weinraub, September 11, 2017

Appended are the following annexes:Annexes: Annex One: A Description of the Final ExaminationAnnex Two: Written Homework Assignments.Annex Three: Oral Presentation Project in the Student's Area of Specialization within the Field of Media Studies

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Annex One: A Description of the Final Examination

Final Examination (Duration 3 1/2 hrs.): Part 1: Students will answer questions on an assigned article in their area of specialization in media studies. Part 2: Students will answer two questions on the content of the course. Part 3: Students will compose a news release promoting an Israeli corporation, Government initiative or a Product for Promotion. The news release, in the Inverted Pyramid format, will be based on "reporter's notes" or a description of that will be distributed to them at the time of the examination. Passing the examination is a requirement for passing the course. The examination is worth 40 percent of the course grade.

By Session 10 three academic articles, each in an area of expertise (e.g. Journalism, Advertising and Publicity, Digital Media, Popular Culture) will be posted on the portal. The articles will be taken from the bibliographies of third-year required or elective courses. Students will select and study one of these articles for the final exam. Thus by preparing for the final examination they will also be re-enforcing materials learned in another required or elective course. The first part of the final exam [worth 40 percent] will be devoted to a critique of this article. Students will answer questions which demonstrate both comprehension of the article and the ability to apply the principles in the article to new situations

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In the second portion of the exam [worth 20 percent] students will answer two short questions on the content of the course. The third portion of the exam [worth 40 percent] will be devoted to composing a short news release in the Inverted Pyramid Format on the basis of a description of an Israeli corporation or government agency initiative or "reporters' notes" on the initiative that will be distributed to them at the time of the exam.At the time of the exam the students will receive a booklet containing the three posted academic articles and also questionnaire booklet which will contain questions for all of the articles and the second and third parts of the exam (which will be common for all students). For the first part of the exam the students will answer the questions pertaining to the academic article that they prepared and then proceed to answer the second and third parts of the examination.Print and electronic dictionaries will be permitted but not computers, smart phones, palm pilots, PDAs or any device that can be hooked up to the Internet or used to send messages

Annex Two: Written Homework Assignments.

1. First Homework Assignment Due Session 4: Professional Letter and CV. 20 points.

Objectives: To familiarize the student with the techniques, language and formats for writing a professional letter and CV in the field of Media Studies.To provide the students with a personalized model letter and CV, for job application or for acceptance to a graduate program in Media Studies in a foreign university.

The Assignment:Students will compose a formal job application letter OR a letter requesting to be considered for a graduate Media Studies program in a foreign university. They will compose and attach an appropriate CV. The letter, written in a standard formal letter format, should be one page in length. The CV should be on one A4 page (and should not exceed one and a half pages). In computing the grade the letter and the

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CV will be worth 10 points each. Letter and CV must be uploaded as a single WORD Document.Homework Options

A. Write a formal letter to the dean of a foreign university, requesting to be accepted to a graduate program in Media Studies in a foreign university. Research the university and its Media Studies programs, its requirements, its graduate curricula, educational philosophy and faculty. Compose and attach a CV. The letter and CV should be drawn up so that they will best "sell" yourself to the prospective university. B. Prepare a cover letter to a prospective employer. The employer should represent an actual news organization, PR firm, advertisement agency, etc. Before writing the letter, research the firm or agency and word the letter to highlight the experience and qualities that you have that may benefit the news organization or firm. Compose an appropriate CV. You may submit your CV in the form of a LinkedIn Profile by first submitting it as a Word document,

2. Second Written Homework Assignment Due Session 8: Interview and Write-up: Getting personal stories and methods employed by practitioners in the student's media sub-specialty. 20 points.

Objectives: To enable the student to learn first-hand the methods employed by an actual professional in the student's area of media specialization

To perfect the student's ability to interview a subject, and to write a basic feature article in English in accordance with a standard format.

The AssignmentYou have been assigned to write a 500-800 [maximum]-word (e.g. two pages) feature article [in the Wall Street Journal formula format] on the experiences of an actual practitioner in your field of media specialization. You will append to the article a list of questions that you have asked your interviewee, and also list of at least three lessons or insights that you have learned from your subject's professional experiences (see below). You will upload the article and the questions to the Moodle as a single Word file.The project is worth 20% of your course grade.

You will select as a subject a practitioner in the field of media studies in which you hope to work. You may, if you wish, interview an employee in the company in which you are doing your internship. The individual does not have to be a "big boss" but someone who is working in a position to which you would aspire in the next few years. Ideally the person, who may not necessarily be of foreign origin, should have dealings with a foreign target audience.

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A list of Government or public agency spokespersons as well as leading Israeli high-tech companies will be posted in order to help you establish contacts for professionals in the fields of public affairs and MARCOM. However you may use your own network of contacts to select a suitable interviewee or you may interview an employee or colleague

in the media outlet or organization in which you are doing your internship

After having selected the individual to interview, explain to him or her about the College of Management's School of Media Studies, and why you are interested in interviewing him or her (e.g. "It will enable you to better understand the methods and agenda of a practitioner in your own media sub-specialty. If you know more about the accomplishments of the individual you may mention that you are interested in the field in which this person specializes, etc."). Mention the fact that the interview will not be published. You will compose 10-15 basic questions (which will deal both with factual details that you will want to include in your article as well as details regarding your subject’s background and experiences, how he arrived at the position he is occupying, what his position entails, how he fits into the organizational structure of the company for which he works how he works on a daily basis and what are some of the challenges, problems he faces and the solutions that he derived). These questions will be composed on the basis of any previous knowledge that you may have about the individual and the company or organization for which he works, as well as the angle, which you assume the story will take.

Before interviewing the person you will do some basic research about him/her (if possible), the company for which he works, their mission agenda issues which may be of interest concerning his/her profession, place of employment, activities, area of residence, in Israel, etc.). Among the sources you will consult would be: the company website or social media page, and what has been written about the company in the traditional and social media. You will want to learn about your subject as a person and also how he works in his position.

We have discussed interviewing techniques in class. In your questions you may ask the interviewee about his/her opinions, feelings, difficulties, memorable experiences, etc. A list of possible questions may be found in the beginning of the "Lesson Outline" posted on the class portal. Mark the most important questions so that if you run out of time you can be assured that you will have answers to them.

You will submit a list of 10-15 questions on a page following the article that you will compose. (Just the questions that you asked –not the answers you received).

You will also append a list of at least three lessons or insights that you gained about the field of expertise the individual's modus operandi.

In conducting the interview start with a few simple questions and icebreakers and proceed to more difficult ones. You should study the questions prior to the interview.

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You may set the questions in a logical order but be open. Listen to what the subject is saying and if he says something that may be of importance that you had not anticipated; be prepared to follow it up with additional questions. The interview should proceed as a conversation, so keep the flow.

Take notes in a form of personal shorthand (e.g. key words which will allow you to reconstruct your interviewees’ sentences). If your interviewee says something that is particularly important or interesting, you might ask him/ her to repeat it or slow down the pace so that you may take it down verbatim. Check with your interviewee about correct spellings of names, places titles, institutions etc. You may wish to use a recorder (as a backup) once your subject has warmed up and if he or she consents. However, if you feel that this might hamper your subject’s spontaneity and, of course, if your subject objects, do not use a tape recorder. Take note of your interviewee’s appearance, dress, surroundings, rhythm of speech, etc. so that you may work these into the article. If your subject cannot recall something perhaps you may return to the question later, in a different context, and he will remember. If you do not understand something that your subject said, ask him or her to repeat it. You can’t convey to your reader something that you yourself do not understand.

Do not be aggressive in the interview! The aim of the interview is to learn about your subject’s personal story, and the way he works in his field; not for you to be an Inquisition inquisitor. Be tactful. If there is a personal or professional detail that you feel that he or she absolutely does not wish to discuss, don’t pry! If there is a delicate matter that you may wish to ask him about, do not attack your subject but rather say, “Some people might say that …. What would your reaction be?”

Save your notes. You are invited to consult with your instructor/assistant prior to writing the article. Bring our notes with you. Also, if there are questions or misunderstandings regarding details in the article your instructor might wish to consult your notes afterwards. If you find that there are a few details or facts to clarify, you might wish to call or email your interviewee.

BE SURE TO WRITE A THANK-YOU NOTE TO YOUR SUBJECT (i.e., YOUR 'INTERVIEWEE'), OR CALL YOUR SUBJECT TO THANK HIM/HER FOR HAVING ASSISTED YOU.

Writing the ArticleThe article, itself, is worth 20% of your course grade. In writing up the article use a suitable format, which we discussed in class (i.e. the Wall Street Journal Formula). Though if in the improbable event that the interviewee is a well-known personality, or is active on a national or local scale it might be possible to write in the “inverted pyramid” or other news format, we highy recommend that you use the more flexible Wall Street Journal Formula for your article since you are writing a feature story and not hard news. Do not write your article in the form of Questions and Answers!

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Compose a suitable headline (which may be either an eye-catcher or a summary headline) and if you feel necessary, a summary sub-headline. Even though you will attach a cover sheet with a header you should give a byline (I mean by that: by Your Name) so that it looks like a real newspaper article. Give your article a dateline (e.g. Tel Aviv, November 24). Immediately preceding the first paragraph. (Headline: 5%). Byline and Dateline= 3%.

Things that you should (and we shall) be looking for:A. Organization and journalistic ability (45% of the article grade)The Lead: Is it emphatic? Does it give interest, direction, and desire to read on? Note the lead can either be ‘hard’ or ‘soft’ If it is ‘soft,’ the main facts (the ‘nutgraph’) will come later. If you choose the Wall Street journal formula the article will have a 'soft lead' – a vignette or anecdote or event that might illustrate some aspect of his character that will come to play later on in the course of the article in which you describe how he or she progressed or achieved their goals.Body: Does the article have a clear structure? Is it easy to follow? Are there “teasers,” to draw you to the next paragraph or section? Does the article have a logical thread? Does the article paint a picture of the person’s character, life philosophy, the way he surmounted obstacles, demeanor, physique, and his/her surroundings? Is there a link between the different paragraphs or a "teaser" to make you want to read on? You may wish to compose one or two "Section Headings" if the article has clear-cut divisions.Ending: Does the article have a strong ending that is appropriate to the format chosen? Interest: Is the article interesting? Does it answer questions that a reader would have liked to ask (according to the angle that was chosen) or does it leave out one or more obvious questions?

Language and Style (25%)Quotes. Quotes should be enclosed within quotation marks. Commas and periods come within the quotation marks; for example: Avraham said, "I knew all my life that I would come to Israel." "I knew, all my life that I would come to Israel," Avraham said. "It is a country where you live intensely."

Consult the AP Stylebook in the library for form if you are uncertain. Quotes should be “tightened up” and be woven into the body of the text to increase interest and readability. Do not use long blocks of quotes. The same for facts: Do not put them into one lengthy block, but weave them into the article to increase interest.

Style: Does the article contain powerful, active verbs (where appropriate) that paint pictures? Does the article use the active voice most of the time (where appropriate)?

Tense: In particular, pay attention to the ‘simple present,’ vs. ‘present perfect,’ and ‘simple past’ vs. ‘past perfect’ (‘He works’ for habitual, ongoing action; ‘He has worked’ in the past and up to the present moment; 'He worked" for an action that he did and completed in the past, ‘He had worked’ for work in a past which preceded the narrative

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past; note also that a feeling or thought that took place in the narrative past that at the time of its happening might have been ‘present’ is written in the past tense used in the narrative [e.g. ‘He felt that it was (not ‘is’) better to run away). Also pay attention to ‘future’ vs. ‘conditional’: ‘I will go’ (when the future action will certainly take place) vs. ‘I would go (if it is not definite that you would go). Do not use the ‘progressive’ (e.g. ‘I am looking’) unless you mean to say: “I am in the process of doing this right now.’

Check for spelling and grammar (by the “Spell check” and “Grammar check” functions of Microsoft Word). Also check to see if there were obvious errors in spelling that could have been avoided (by checking with a dictionary) even if they were not picked up by the “Spell check” (e.g. ‘their’ for ‘there,’ etc.)? If you are unsure what prepositions a verb takes, check with a good dictionary. Points will be deducted for errors that could have been picked up by the “Spell check” and “Grammar check” functions and for inordinate numbers of spelling errors, and for errors in capitalization (remember: names of people, geographic names, names of languages, peoples, and the beginning letters of each sentence). Likewise check that each sentence has a verb that agrees with the subject (e.g. “The boy and the man work.” “The boy works.”).Questions asked (10%)Questions will be judged for their poignancy and their grammatical correctness.Lessons and Insights learned about the profession and subject's modus operandi (12%) At least three lessons should be listed.PRINT, PROOFREAD AND CORRECT your article BEFORE submitting it. The assignment is to be completed by Session 8. Consult the Moodle submission link for the exact deadline date: Remember: Write up the interview as a feature article, NOT as a hard-news article. This project will be worth 20% of the final grade. Students are advised to locate and interview their subject as soon as possible.

Annex Three: Oral Presentation

Oral Presentation Assignment Sem. 1 2018 20 points. Objectives: To enable the student to hone his abilities to give a simple but effective professional presentation in English within his media specialty. To enable him to gain practice in organizing the materials to master correct professional vocabulary and sample phrase structures in a setting that approximates one that he might encounter in his professional career.To give him practice in creating and employing simple illustrative PowerPoint slidesTo encourage teamwork

The Assignment:

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During Lessons 10 (second half) to Lesson13, you will make a short (five minute) professional oral presentation in your area of expertise. The exact time slots will be coordinated with your lecturer.To facilitate your presentation, you should use an outline format found in your Source Book or in other professional sources. Additional outline formats will be posted on the portal. The assignment is worth 20% of the course grade.

You will upload to the Moodle the PowerPoint slides that you or your group has used in your oral presentation (one set of slides per group) before your presentation!! Refer to the Lesson 7 notes (and my appended PowerPoint slides) on how to make presentations and to pages 218-233 in your Source Book for guidance on giving a presentation.

Remember: PowerPoint slides should be clear, short and have a unity to them. Over 5 lines per slide will normally constitute "clutter" and detract from your message. Do not generate slides with many sound effect distractions or use too much animation. Use the KISS principle (Keep It Simple, Stupid!) Check the text of your slides for spelling and grammar before you insert the text into PowerPoint format (not all PowerPoint features have automatic spell and grammar checks). Be sure to use proper advertising or marketing technical terms. As a rule of thumb one slide is sufficient for one minute of presentation. The title of the PowerPoint file should contain the names of all group members. And the names of the group members should appear on the first slide (the Title Page).

Among the options for the oral presentation may be: Presenting an information campaign to a government agency, Presenting a corporate creative brief to a foreign advertising agency (in anticipation of their undertaking a strategic advertising campaign on behalf the corporation in a foreign country), or receiving a creative brief presented by a foreign advertising agency (or corporation) to design their campaign in Israel; presenting an Integrated Marketing Communications plan (IMC plan); presenting a nonconventional media plan to promote a foreign corporation's product in Israel; pitching an idea for a film to a group of prospective backers or investors; presenting a PR campaign to promote a product; designing an advertisement in response to a creative strategy (message strategy) brief. In such an option you may choose to design an advertisement or series of ads and explain how they would fit into the overall marketing or creative strategy, or write copy for an advertisement explaining how it supports the message and advertisement and how the latter supports the creative strategy and overall marketing/information strategy of the business or organization . Students in Journalism and Broadcasting may present a write-up of an actual press conference that they covered (I shall try to obtain permission for them to attend a real press conference) or a televised press conference. It is acceptable to present an English adaptation of a campaign or project of a strictly professional nature that you had already presented in Hebrew for an advanced professional media course or for your place of work. It will also be possible to make an expose on project in the framework of the School of Media Studies' cooperation with the Israel Ministry of Foreign Affairs' Public Diplomacy Project (e.g. a summary of an internship, a digital media plan, a film or video production project, etc.)

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For your convenience, I have appended descriptions of sample assignments, below. These should be viewed as suggestions. Students should consult with their lecturer regarding the topic and date of the presentation. It is possible (and students are indeed encouraged) to make the presentation in teams of three (e.g. Presenting a Campaign in which one student will present the Situation, another-- the Strategy and Tactics, a third, the Media Plan or the PR Plan, etc.). However, groups of up to five students will be acceptable. Each student will be responsible for the content his own portion. Responsibility for the overall organization and "look" of the slides will be shared by the entire group. The time slots will be scheduled in advance. Once you have committed to a date it is your responsibility to present on that date. If for any reason you are unable to do so you must find another person or group who will make his/their presentation in your time slot.

The following page contains the criteria which the lecturer will use in evaluating the presentation:

Oral Presentation Evaluation FormName ______________________________________Class: Day_____________ Hour________ Date______________Date of Delivery___________________Partners (if applicable): Note: Each partner will get an individual grade. ______________________________________________________________________________________Topic of Presentation ____________________________Presentation Grade: Tally Sheet Grade_____X 5 =_____ Introduction 3 points __________Interest (Ear catcher)Organization/Maps Direction of Presentation Development 7 points __________ Clarity of Main ideasLogicOrder of Main Ideas

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Appropriate Support to Main IdeasUse of SignpostingUse of Professional VocabularyGrammar and Syntax Ending 2 points _______________ Appropriate to the Purpose of the Presentation(Summary of Ideas/ Practicality/ Motivational Step)Interest Delivery 3 points _______________ VoiceIntonation/ Inflection/ExpressionLanguageRapport with AudienceConfidencePhysical MovementSpeaker's AppearanceGeneral 2 points _______________ Subject Appropriate/ (Logical Organization among group members if in group)/Within Time Limit 1 pt.*General Subjective Impression of Individual Speaker Speaker 1 pt.Visual aids/ graphics/ etc.* 3 points ______________Appearance /Orthography/Use* In group presentation this grade will be identical for all group members.

References:

Marketing PlanMarketing Plan/Advertising Campaign/ IMC Plan/Information PlanMoriarty, Mitchell, Wells, 10th edition 215--217, 560-579 9th edition pp. 221-225, 244-246. In Sourcebook p. 163 pp. 261-262.

Communication Brief/Creative BriefMoriarty, Mitchell, Wells, 10th edition 243-245; 9th edition 242-246, 259-261. Sourcebook pp. 164-165; 172-186/

Media Plan Moriarty, Mitchell, Wells, 10th edition, 440-451, 9th edition 360-364. Sourcebook 168-173. Posts of Media Planning on Portal.

Sample Proposal for Publishing on the World Wide Web

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Jim Sterne, World Wide Web Marketing 2nd edition, New York: Wiley, 1999) pp. 330-332 Sourcebook 151-156.

Social Media Strategy:Lee Odden (2010) "Social Media Strategy: A Definitive Guide." Outspokenmedia.com [Posted April 26. 2010. Retrieved Aug. 30, 2011]http://outspokenmedia.com/services/social-media/EE and the Media Gazette. (2010) Media Strategy Planning http://www.uwsp.edu/cnr/neeap/Media/media_strategy_planning.htm#1

A Sample PR Plan:Cutlip, Center Broom, Effective Public Relations 6th Ed. Englewood Cliffs, NJ: Prentice Hall, 1985. pp. 233-238. Sourcebook, 214-217.

A Corporate PR Plan to be posted on our portalCorporate Pitch Sheets to a PR Agency (to be posted)

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Examples for different options. For Illustrative Purposes:

Journalism Option Covering a press conference and writing it up as a news item.

1. Students will role-play reporters of a news outlet. They will cover an actual live (OR broadcast) English-language press briefing or conference, organized by a governmental agency, ministry or by a commercial enterprise. (An effort will be made to enable outstanding students to attend a press conference conducted under the auspices of the Government Press Office). They will first research the issue, the spokesperson(s), and the news outlet that they, as student cub-reporters, "represent." They will decide on the most newsworthy points presented in the briefing or conference (those that will most interest their readership or audience or that is consonant with the agenda of their news organization) and write these in a 500-800 word news article, which they will present in class and append to their PowerPoint presentation. 2. Alternate Journalism Option: Review a written news article; write it up as a Radio or TV item; or develop a recorded news item into a written item and present it to the class. Explain what the purpose is and target audience of the original and your own item (use actual news organizations and why the angle you have chosen is interesting. Actually write the article and present its highlights in class. The article of 500 words will be appended to the slides

3. Alternate Journalism (or also PR or Corporate Communication) Option: Prepare a Press Release that will support the marketing and communications goals of a government agency or ministry or a commercial company. The Press release must

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conform to the accepted Press Release form (and be written in the Inverted Pyramid format). Before presenting the press release, explain the situation of the company or agency, and the marketing and communication goals of the company or government agency and explain how the press release will support these goals. The press release will be in the Inverted Pyramid format and follow the accepted press release form. You will present the background and "look" of the press release and attach the text of it to the PowerPoint show. References: Moriarty, Mitchell and Wells, Op. cit. pp. 502-503; Sourcebook, pp. 202-204.

Corporate Strategic Communication Options:

1. Corporate Strategic Communication: Design an information campaign to position a company of your choice. Analyze the company's current situation (using SWOT analysis). What would be the strategic objectives, target audience campaign strategy and marketing communication tools? What would be the media objectives and media selection in support of the objectives, the message strategy and other marketing communications tools that you would use to support the strategy? Refer to the model in Moriarty in outlining the campaign, (Mitchell and Wells 10th edition 215--217, 560-579, 9th edition pp. 221-238, 263-271) .

2. Alternate Corporate Strategic Communication: Research an Israeli hi-tech company. Compose a creative brief ('media brief') that you would give to a foreign advertising agency in order to promote a product or to position your company in that country's market. Following a SWOT analysis, refer to the rubrics: Problem, Target Audience; Consumer Insights; Brand Imperatives, Communication Objectives, the Proposition or Selling Idea, Support (for this proposition). Give Creative Direction and Media Imperatives. Note: this exercise may be done in conjunction with another student who would role-play the account manager of the advertising agency (see below)

Advertising Option 1. You are the account manager for a major foreign advertisement agency handling the account of the Israeli company outlined in the assignment above. You will receive the creative brief of the company marketing communications director. Devise a creative strategy in order to promote the goals outlined in the creative brief. Present two creative strategy options. Note: This assignment may be performed in conjunction with another student. Each will present one strategic course of action. Two other students may design (each) an advertisement to support these strategies.

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2. Alternate Advertising Option: Devise a Social Media Plan to strengthen the brand image of a company or an entire cyber marketing campaign for a product (see Activities 16 and 17 taken from the "Activity Sheet" and listed below): Design an Internet Advertising Strategy that would create awareness of a new product intended for young adults. What are the marketing and communication goals of the company for this product? What Web sites would you use? What advertising forms would you use on these sites? How would you use conventional media to complement this digital medium? 3. Alternate Advertising Option: You are the media planner engaged by a foreign company interested in introducing to an Israeli market a new line of makeup for teenage girls. Your research indicates the Internet might be an effective way to create awareness of the product line. What are the company's marketing and communication objectives? Clearly state your goals. Design an Internet marketing strategy that will reach your target audience and help you achieve your goals. What messages would you stress? What Web sites would you choose? What advertising forms would you use? What other media would you recommend using and why? You may refer to Moriarty, Mitchell, and Wells. 9th edition, pp. 242-246, 263-288, 360-376.

4. Alternate Advertising Option: [Activity 17]: Gator Aid has decided to challenge Coca Cola's monopoly on the Israeli soft drink market. Their research has shown that 17 to 25 year-olds would constitute a receptive target audience. Design an advertisement strategy ("creative strategy"), and media mix (stressing the digital media) that would drive the objectives of creating awareness and buzz. In your creative brief relate to the traditional as well as to the non-traditional (both digital and non-digital) media that you would use in your advertising campaign. You may refer to Moriarty, Mitchell, Wells, and 9th edition pp. 263- 271, 369-376.

5. Alternate Advertising Option: Presenting analyses of ads in the context of a campaign Analyses of the language of advertising:Select a color advertisement for a product appearing in an English-language magazine or periodical. Analyze the portrayal of the people in the advertisement (age, gender, racial group, social classes represented, clothing codes, expressions, posture, roles represented, relationship portrayed, who is excluded, etc.), the objects or images (iconographical, indexical, symbolic, setting of the ad, why does the object appear --and others excluded, the background colors, etc.) the technical codes (color or black and white, photography, framing, what is stressed or in focus, what is included and excluded), text (relation of slogan to images, what is text of the ad, the different levels of signifieds and signifiers used choice of language: denotation, connotation, of nouns, verbs, adjectives and adverbials, the tone, metaphors, or other figures, the narrative: how do we make sense with these), What is the function of the ad? What are the objectives that it attempts to acheve according to the Facet Model? Does it refer to other media (intertextuality)? What is the narrative and power relationship in the ad? What is the subjacent story? For what publication for

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is the ad is intended? Who is the target audience? Does the ad use a primacy or recency effect? Is the ad one-sided or two sided? Is the visual component of the ad is congruent or incongruent to the verbal message. Also analyze which of the types of message appeals the ad is employing i.e., comparative ads, fear, or humorIf the ad is using a spokesperson, analyze the spokesperson in terms of expertise, trustworthiness, attractiveness, likeability, similarity, and familiarity. Has the spokesperson overshadowed the product? Present a Creative Brief for this advertisement.

6. Perform a similar analysis on two, related, TV commercial spots (selected from the collection in the library) or two political campaign spots from the exhibit of presidential election commercials (“The Living Room Candidate”) found on the site: www.ammi.org or in the library’s videotape collection of campaign spots. Describe the syntagmatic (how the language and visual elements all fit together like the grammar in a sentence) and paradigmatic (the choice of an individual linguistic or visual element rather than an alternate element) relationships of the language and visuals of the given commercial. Explain how the producer is trying to market the product or presidential candidate. What are the goals of the campaign and the communication goals? What audiences are intended?

7. Alternate Advertising Option Activity. Advertisement design and copywriting:Design an advertisement for a product (e.g. a product which would appeal to a women; or a product which would appeal to men.) What are the marketing and communication goals of the company? Who is your target audience? What are the basic values that you wish to present in the ad, knowing the needs, and desires (fantasies) of your target audience? How will the ad support the marketing and communication goals of the company? What message will you use to promote your product? Encode this into visual and textual messages suitable for the audience. Explain the relationship between the images of the ad and how they form a message with several levels of meanings (different levels of signs). What are the signifieds and signifiers of each level (from the visual and textual points of view)? What are the connotations evoked by the text? What spokesperson and décor will you place in the ad to reinforce the message? In what channels would you recommend placing the ad? 8. Copywriting: Pretend you are a copywriter for Ogilvy & Mather on Madison Avenue and you are presenting this design idea to the Senior Partner and to the client. Prepare a brief explaining what you have done and how this relates to the creative brief that you have received. Describe the Ad design and explain its relationship to the creative communication goals of the company. Who is the audience? How will what you have written resonate with their needs and the communication and marketing goals of the company? You may wish to speak of the type of headline that you have chosen (direct action or indirect) captions taglines and the body. For what type of publication was this copy written? You may wish as an alternate analysis to speak

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of copy that you would write for a TV or Radio spot. What is the concept or big idea you wish to get across? How does it relate to the target audience? What visual elements support this idea Write a 30 second TV (or Radio) script? In the Visuals column describe the setting and the people and costumes worn) and then what takes place. In a parallel Audio column create an appropriate dialogue or script. Moriarty, Mitchell and Wells, 9th edition. Op.cit. 293-311.

9 . Popular Culture Option Pitching a filmYou hold the rights to a story. You want to "pitch" the idea of making a film based on the story to potential backers/Investors. Carefully review the idea of the film, make a synopsis of it, what unique features does the film possess to make it interesting to the intended target audience. Prepare a brief that will outline the main reasons for "going" with the film. Attach a synopsis. The film may be actual or notional. You may use this as a basis for your oral presentation. Your oral presentation must make the listeners get the "feel" for the film, though they have not yet seen it.

10. Public Diplomacy Option: Ministry of Foreign Affairs Internship or Project Report

Students may make an oral report on a project that they have undertaken in the context of the School of Media Studies' Cooperation with the Israel Ministry of Foreign Affairs. The report may be (for example) the summary of an internship (stage) that they might have done, or a production of (or their role in the production of) a film or video in conjunction with the Ministry, or a proposal of a Media or Digital Media Campaign Plan or Marketing Communication Plan, or a report on Digital Media Project such as an item or a series of items on a non-political subject (culture, the arts, Israeli high-tech or innovation, etc.) produced for Wikipedia or another Wikemedia format, that has been reviewed and approved by the Ministry of Foreign Affairs, and the instructor of the course and the editors of Wikimedia; the design of an advertisement or series of advertisements in support of Ministry objectives. The report will include a description of the Ministry's Public Diplomacy goals, how the student's project supports these goals, and a description of the way the project was conducted and the student's interaction with the Ministry. The student will then present his project, a portion thereof, or the plan in outline form.

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